The “Grammar” of Schooling: Why Has it Been so Hard to Change?

Tyack, David; Tobin, William A.

doi:10.3102/00028312031003453

Cited by 718 publications

(180 citation statements)

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“…Supported by research on the occupational norm of autonomy in teachers' work and criticism of the isolated teacher (Goodlad, 1984;Little, 1990;Lortie, 1975), the failure of external reforms across Western education systems in the 1960s and 1970s was to a large extent attributed to the view of teachers as recalcitrant and resistant to change. Teachers' classroom work, the "grammar of schooling" (Tyack & Tobin, 1994), it was argued, remained basically untouched as teachers simply closed the classroom door to external pressures.…”

Section: Introductionmentioning

confidence: 99%

What Makes Reform Work?–School-Based Conditions as Predictors of Teachers’ Changing Practice after a National Curriculum Reform

Ramberg¹

2014

IES

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Educational change initiatives, whether they involve the implementation of new policies or curriculum reforms, often fail to reach the level of teachers' classroom practices. In the search for explanations, numerous studies have either characterized teachers as resistant to change or focused on how schools' workplace conditions have failed to influence teacher change. This study draws attention to these issues by investigating teachers' perceptions of the degree to which a national curriculum reform has brought about changes in their teaching. The study also proposes a model of how teachers' perceptions of school-based conditions (i.e., school leadership, teacher collaboration, and development of school-based curricula) are related to teachers' general orientations towards change and teachers' perceptions of change as a result of the reform. The participants were 738 Norwegian teachers in public primary and lower secondary schools, and the data were analyzed using descriptive data, correlation analysis and structural equation modeling (SEM).The results indicate that the overall influence of the reform on teachers' teaching was moderate. The results also revealed positive relationships between teachers' perceptions of school-based conditions, teachers' general orientations towards change and the degree of perceived reform changes in teachers' teaching. However, a surprising finding is that school leadership and teacher collaboration were only indirectly related to teachers' perceptions of reform changes, mediated through teachers' general orientations towards change. The article highlights important relationships between educational reform, school-based conditions and teachers. It also contributes knowledge that is relevant to consider for successful reform of schools and education.

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Section: Introductionmentioning

confidence: 99%

What Makes Reform Work?–School-Based Conditions as Predictors of Teachers’ Changing Practice after a National Curriculum Reform

Ramberg¹

2014

IES

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“…A diferencia del de cultura escolar que reconoce influencias teóricas variadas, el concepto de gramática escolar fue propuesto desde la disciplina de la historia de la educación norteamerica (Tyack y Tobin, 1994;Tyack y Cuban, 2001) para hacer referencia a las "estructuras, reglas y prácticas que organizan la labor de la instrucción". Estas regularidades de la organización incluyen "prácticas tan familiares como la graduación de los alumnos por edades, la división del conocimiento por materias separadas y el aula autónoma con un solo maestro" (Tyack y Cuban, 2001, 23).…”

Section: Gramática Escolarunclassified

“…Así plantean que, en el mismo sentido que un hablante de la lengua interioriza las reglas gramaticales, los miembros de una institución educativa manejan en un nivel consciente -y, en muchos casos, inconsciente-, las normas explícitas e implícitas que regulan el funcionamiento de la escuela (Tyack y Tobin, 1994).…”

Section: Gramática Escolarunclassified

La cultura escolar: Aproximación a un concepto complejo

Elías

2015

Rev. Electr. Educare

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Resumen. Los estudios sobre la cultura escolar han hecho un gran aporte para la comprensión de lo que ocurre en el interior de las escuelas. El modo en que la cultura escolar es conceptualizada, sin embargo, puede variar significativamente. Este trabajo explora, a partir de un estudio de la bibliografía relevante desde su difusión en la década de 1970 al presente, los diversos sentidos que adquiere el concepto de cultura escolar en el campo educativo. Está organizado en cuatro secciones. Comienza con una descripción de las formas más comunes de definir la cultura escolar, a continuación se reseñan los enfoques teóricos y metodológicos en el marco de los cuales el concepto es construido y utilizado. En tercer lugar se presentan las formas en que la información sobre la cultura escolar es organizada por investigadores e investigadoras que trabajan desde distintos enfoques teóricos. Por último, se retoman dos nociones conceptualmente vinculadas, clima escolar y gramática escolar, y se las compara con cultura escolar. La información presentada permite advertir la diversidad de enfoques utilizados en el estudio de la cultura escolar y el frecuente solapamiento con los conceptos de clima y gramática escolar. La ambigüedad en su definición; no obstante, le da al concepto de cultura escolar una gran potencialidad teórica al posibilitar múltiples herramientas para entender lo que pasa en el interior de las escuelas.Palabras claves. Cultura escolar, cultura organizacional, clima escolar, gramática escolar.Abstract. Studies about school culture have made important contributions to understand what happens inside the school. Nevertheless, the way in which school culture is conceptualized varies significantly. Through a literature review from the 70s to the present day, this paper explores the different meanings adopted by the concept of school culture in the educational field. This paper is organized in four sections, and it begins with a description of the most common ways of defining school culture. This is followed by a review of the theoretical and methodological perspectives in which the concept is framed and used. Thirdly, the ways of organizing information on school culture used by researchers working from different theoretical perspectives are presented. Finally, two related concepts -school climate and school grammar, are reconsidered and compared to school culture. The information presented shows the different approaches used in studying school culture and the frequent overlapping with the concepts of school environment and school grammar. However, the ambiguity in the definition gives the concept of school culture a great theoretical potential by providing multiple tools to understand what happens inside schools.

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“…It still remains widely discussed, even today, as shown in more recent publications (Troger, 1999;Maulini & Montandon, 2005;Lahire, 2008;Vincent et al, 2012). 'Grammar of schooling', suggested about twenty years ago (Tyack & Tobin, 1994), rose in the midst of the US debates related to the dynamics of school reforms. Whilst also permeating many European studies, its meaning has been transformed, drifting away from the significance intended by the original authors (see e.g.…”

Section: Two Concepts That Act As a Reactivementioning

confidence: 99%

Changes in Mass Schooling: ‘school Form’ and ‘grammar of Schooling’ as Reagents

Hofstetter

Schneuwly

2013

European Educational Research Journal

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During the nineteenth century many European countries proclaimed sovereignty of the people and simultaneously founded their national educational systems. In order to provide public schooling, free and compulsory education was established. Political and sociocultural revolutions led to the rise of nation states, based on democratic or democratic-inspired aspirations, that then turned into 'teacher states'. Mass schooling and the worldwide -and furthermore enforced -dissemination of this schooling model characterise the nineteenth and twentieth centuries. How can one best describe the concrete process of mass schooling? How should it be analysed, and what are the appropriate concepts to do so? How did nations contribute to its dissemination? By tackling these issues from a historical perspective and discussing, in particular, two concepts often addressed for understanding certain aspects of mass schooling -'school form' and 'grammar of schooling' -the contributions of this volume shed a new light on the matter.

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The “Grammar” of Schooling: Why Has it Been so Hard to Change?

Cited by 718 publications

References 1 publication

What Makes Reform Work?–School-Based Conditions as Predictors of Teachers’ Changing Practice after a National Curriculum Reform

What Makes Reform Work?–School-Based Conditions as Predictors of Teachers’ Changing Practice after a National Curriculum Reform

La cultura escolar: Aproximación a un concepto complejo

Changes in Mass Schooling: ‘school Form’ and ‘grammar of Schooling’ as Reagents

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