Differences in Teacher’s and Leader’s Perceptions of School Development.: Normal Variation or Obstacle to Reform?

Søren Hornskov; Marsha Modeste

Differences in Teacher’s and Leader’s Perceptions of School Development. Normal Variation or Obstacle to Reform?

Søren Hornskov
, Marsha Modeste

Pennsylvania State University

Publikation: Konferencebidrag uden forlag/tidsskrift › Paper/skriftligt oplæg › Forskning › peer review

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Abstract

Recent school reform in Denmark stresses the importance of local actors to design, enact and make sense of change. The local leader becomes pivotal for the translation of policy into practice – and vice versa (Danish Ministry of Education 2015). Correspondingly, leadership theory on the distribution of tasks has emphasized the importance of the school’s flexible coherence as an organization (Spillane, Halverson and Diamond 2004, Harris 2008) and its capacity to evaluate organizational development (Vanhoof, Verhaeghe and Verhaeghe 2010). In the case of Denmark, similar ideas are being implemented in the professional development of teachers and leaders.

Originalsprog	Engelsk
Publikationsdato	2017
Status	Udgivet - 2017
Begivenhed	ECER 2017: Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and educational research - København, Danmark Varighed: 22 aug. 2017 → 25 aug. 2017

Konference

Konference	ECER 2017
Land/Område	Danmark
By	København
Periode	22/08/17 → 25/08/17

Adgang til dokumentet

Præsentation af Perception Gaps ved ECER 2017Forlagets udgivne version, 798 KBLicens: Ikke-specificeret

http://www.eera-ecer.de/ecer-programmes/conference/22/contribution/40073/

Citationsformater

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title = "Differences in Teacher{\textquoteright}s and Leader{\textquoteright}s Perceptions of School Development.: Normal Variation or Obstacle to Reform?",

abstract = "Recent school reform in Denmark stresses the importance of local actors to design, enact and make sense of change. The local leader becomes pivotal for the translation of policy into practice – and vice versa (Danish Ministry of Education 2015). Correspondingly, leadership theory on the distribution of tasks has emphasized the importance of the school{\textquoteright}s flexible coherence as an organization (Spillane, Halverson and Diamond 2004, Harris 2008) and its capacity to evaluate organizational development (Vanhoof, Verhaeghe and Verhaeghe 2010). In the case of Denmark, similar ideas are being implemented in the professional development of teachers and leaders.",

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T1 - Differences in Teacher’s and Leader’s Perceptions of School Development.

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AU - Modeste, Marsha

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PY - 2017

Y1 - 2017

N2 - Recent school reform in Denmark stresses the importance of local actors to design, enact and make sense of change. The local leader becomes pivotal for the translation of policy into practice – and vice versa (Danish Ministry of Education 2015). Correspondingly, leadership theory on the distribution of tasks has emphasized the importance of the school’s flexible coherence as an organization (Spillane, Halverson and Diamond 2004, Harris 2008) and its capacity to evaluate organizational development (Vanhoof, Verhaeghe and Verhaeghe 2010). In the case of Denmark, similar ideas are being implemented in the professional development of teachers and leaders.

AB - Recent school reform in Denmark stresses the importance of local actors to design, enact and make sense of change. The local leader becomes pivotal for the translation of policy into practice – and vice versa (Danish Ministry of Education 2015). Correspondingly, leadership theory on the distribution of tasks has emphasized the importance of the school’s flexible coherence as an organization (Spillane, Halverson and Diamond 2004, Harris 2008) and its capacity to evaluate organizational development (Vanhoof, Verhaeghe and Verhaeghe 2010). In the case of Denmark, similar ideas are being implemented in the professional development of teachers and leaders.

M3 - Paper

Y2 - 22 August 2017 through 25 August 2017

ER -

Differences in Teacher’s and Leader’s Perceptions of School Development. Normal Variation or Obstacle to Reform?

Abstract

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