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

Research output: Contribution to conference without a publisher/journal › Paper › Research › peer-review

12 Downloads (Pure)

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.

Original language	English
Publication date	2017
Publication status	Published - 2017
Event	ECER 2017: Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and educational research - København, Denmark Duration: 22 Aug 2017 → 25 Aug 2017

Conference

Conference	ECER 2017
Country/Territory	Denmark
City	København
Period	22/08/17 → 25/08/17

Access to Document

Præsentation af Perception Gaps ved ECER 2017Final published version, 798 KBLicence: Unspecified

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

Cite this

@conference{3ebb7464b850433f8a412198b265236e,

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.",

author = "S{\o}ren Hornskov and Marsha Modeste",

note = "Pr{\ae}sentation + link til paper; ECER 2017 : Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and educational research ; Conference date: 22-08-2017 Through 25-08-2017",

year = "2017",

language = "English",

}

TY - CONF

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

T2 - ECER 2017

AU - Hornskov, Søren

AU - Modeste, Marsha

N1 - Præsentation + link til paper

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

Conference

Access to Document

Fingerprint

Cite this