Comprehensive school teachers' professional agency in large-scale educational change

Journal of Educational Change

Volumn 15, Issue 3, 2014, Pages 303-325

  Pyhältö, Kirsi ^a   Pietarinen, Janne ^b   Soini, Tiina ^c  

^a UNIVERSITY OF HELSINKI   (Finland)

^b UNIVERSITY OF EASTERN FINLAND   (Finland)

^c TAMPERE UNIVERSITY OF TECHNOLOGY   (Finland)

Author keywords

Agency; Comprehensive school; Longitudinal design; School reform; Teacher learning

Indexed keywords

EID: 84903891539     PISSN: 13892843     EISSN: 15731812     Source Type: Journal    
DOI: 10.1007/s10833-013-9215-8     Document Type: Article

References (96)

1. Aho, E., Pitkänen, K., & Sahlberg, P. (2006). Policy development and reform principals in basic and secondary in Finland since 1968 (Education Working Paper Series No. 2). Washington, DC: World Bank.
2. Anderson, S. E., & Togneri, W. (2005). School district-wide reform policies in education. In N. Bascia, A. Cumming, A. Datnow, K. Leithwood, & D. Livingstone (Eds.), International handbook of educational policy (pp. 173-194). Dordrecht: Springer.
3. Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20, 533-548.
4. Bakkenes, T. I., Vermunt, J. D., Wubbels, T., & Imants, J. G. (2006). Teachers' perceptions of the school as a context for workplace learning. In Education research in the public interest (pp. 117). Washington: American Educational Research Association.
5. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
6. Bandura, A. (2001). Social-cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
7. Basic Education Act, 628 (1998).
8. Basic Education Degree, 852 (1998).
9. Battista, M. T. (1994). On Greeno's environmental/model view of conceptual domains: A spatial/geometric perspective. Journal for Research in Mathematics Education, 25, 86-93.
10. Bell, P. L. (2004). On the theoretical breadth of design-based research in education. Educational Psychologist, 39, 243-253.
11. Brett, C. (2002). Developing epistemic agency as pre-service elementary mathematics teachers supported through online community. New Orleans: Paper presented at the annual meeting of the American Educational Research Association.
12. Brown, A. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the learning sciences, 2, 141-178.
13. Bryman, A. (2004). Social research methods (2nd ed.). Oxford: Oxford University Press.
14. Ciani, K. D., Summers, J. J., & Easter, M. A. (2008). A "top-down" analysis of high school teacher motivation. Contemporary Educational Psychology, 33, 533-560.
15. Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9-13.
16. Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. The Journal of the Learning Sciences, 13, 15-42.
17. Creswell, J. W. (2003). Research design: Qualitative, quantitative and mixed methods approaches (2nd ed.). Thousand Oaks: Sage.
18. Damsa, C. I., Kirschner, P. A., Andriessen, J. E. B., Erkens, G., & Sins, P. H. M. (2010). Shared epistemic agency-An empirical study of an emergent construct. Journal of the learning sciences, 19, 143-186.
19. Davies, D., & McMahon, K. (2004). A smooth trajectory: Developing continuity and progression between primary and secondary science education through a jointly-planned projectiles project. International Journal of Science Education, 26(8), 1009-1021.
20. Day, C. (2002). School reform and transitions in teacher professionalism and identity. International journal of educational research, 37, 677-692.
21. Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life's domains. Canadian psychology, 49, 14-23.
22. Eccles, J. (2008). Agency and structure in human development. Research in human development, 5, 231-243.
23. Edwards, A. (2005). Relational agency: Learning to be a resourceful practitioner. International journal of educational research, 43, 168-182.
24. Edwards, A. (2007). Relational agency in professional practice: A CHAT analysis. Actio: An international journal of human activity theory, 1, 1-17.
25. Edwards, A., & D'Arcy, C. (2004). Relational agency and disposition in sociocultural accounts of learning to teach. Educational review, 56, 147-155.
26. Engeström, Y. (1999). Innovative learning in work teams: Analysing cycles of knowledge creation in practice. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Perspectives on activity theory (pp. 377-406). Cambridge: Cambridge University Press.
27. Engeström, Y. (2005). Developmental work research: Expanding activity theory in practice. Berlin: Lehmanns Media.
28. Engle, R. A., & Faux, R. B. (2006). Fostering substantive engagement of beginning teachers in educational psychology: Comparing two methods of case-based instruction. Teaching educational psychology, 1(2), 3-24.
29. Evers, W. J. G., Brouwers, A., & Tomic, W. (2002). Burnout and self-efficacy: A study on teachers' beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, 72, 227-243.
30. Finnish National Board of Education. (2010). The curriculum. http://www. oph. fi/english/education/basic_education/curriculum.
31. Friedman, I., & Kass, E. (2002). Teacher self-efficacy: A classroom-organization conceptualization. Teaching and teacher education, 18, 675-686.
32. Fullan, M. (2003). Change forces with a vengeance. New York: RoutledgeFalmer.
33. Fullan, M. (2007). The new meaning of educational change (4th ed.). New York: Teachers College Press.
34. Galton, M., & Hargreaves, L. (2002). Transfer from the primary classroom: 20 years on. London: Routledge.
35. Gioia, D. A., Corley, K. G., & Fabbri, T. (2002). Revising the past (while thinking in the future perfect tense). Journal of organizational change management, 15, 622-634.
36. Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. New York: Aldine Publishing Company.
37. Greeno, J. G. (2006). Authoritative, accountable positioning and connected, general knowing: Progressive themes in understanding transfer. The Journal of learning sciences, 15, 537-547.
38. Hakkarainen, K., Lonka, K., & Lipponen, L. (2004). Tutkiva oppiminen. Järki tunteet ja kulttuuri oppimisen sytyttäjinä. Porvoo: WSOY.
39. Hargreaves, A., & Goodson, I. (2006). Educational change over time? The sustainability and nonsustainability of three decades of secondary school change and continuity. Educational administration quarterly, 42, 3-41.
40. Hargreaves, A., Lieberman, A., Fullan, M., & Hopkins, D. W. (Eds.). (1998). International handbook of educational change. Dordrecht: Kluwer Academic Publishers.
41. Harry, B., Sturges, K. M., & Klinger, J. K. (2005). Mapping the process: An exemplar of process and challenge in grounded theory analysis. Educational researcher, 34(2), 3-13.
42. Hoadley, C. M. (2004). Methodological alignment in design-based research. Educational psychologist, 39, 203-212.
43. Hoy, A. W. (2008). What motivates teachers? Important work on a complex question. Learning and instruction, 18, 492-498.
44. Hoy, A., Hoy, W. K., & Kurz, N. M. (2008). Teacher's academic optimism: The development and test of a new construct. Teaching and teacher education, 24, 821-835.
45. Hoyle, E., & John, P. (1995). Professional knowledge and professional practice. London: Cassell.
46. Huusko, J., Pietarinen, J., Pyhältö, K., & Soini, T. (2007). Yhtenäisyyttä rakentava peruskoulu. Yhtenäisen perusopetuksen ehdot ja mahdollisuudet. [The preconditions for undivided basic education in comprehensive school]. Turku, Finland: Finnish Educational Research Association.
47. James, M., & McCormic, R. (2009). Teachers learning how to learn. Teaching and teacher education, 25, 973-982.
48. Johnson, P. (Ed.). (2007). Suuntana yhtenäinen perusopetus: Uutta koulukulttuuria etsimässä. [Towards undivided basic education: Searching for a new school culture]. Jyväskylä, Finland: PS-Kustannus.
49. Jurasaite-Harbison, E. (2009). Teachers' workplace learning within informal contexts of school cultures in the United States and Lithuania. Journal of workplace learning, 21, 299-321.
50. Kruse, S. D., & Seashore Louis, K. (2008). Building strong school cultures: A guide to leading change. Thousand Oaks: Corwin Press.
51. Kvalsund, R. (2000). The transition from primary to secondary school level in smaller and larger rural schools in Norway: Comparing differences in context and social meaning. International Journal of Educational Research, 33(4), 401-423.
52. Kwakman, K. (2003). Factors affecting teachers' participation in professional learning activities. Teaching and teacher education, 19, 149-170.
53. Lam, S. F., Cheng, R. W. Y., & Choy, H. C. (2010). School support and teacher motivation to implement project-based learning. Learning and instruction, 20, 487-497.
54. Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and teacher education, 21, 899-916.
55. Lipponen, L., & Kumpulainen, K. (2011). Acting as accountable authors: Creating interactional spaces for agency work in teacher education. Teaching and teacher education, 27, 812-819.
56. Martin, J. (2004). Self-regulated learning, social cognitive theory and agency. Educational psychologist, 39, 135-145.
57. McLaughlin, M., & Mitra, D. (2004). The cycle of inquiry as the engine of school reform: Lessons from the bay area school reform collaborative. Stanford: Paper from the Center for Research on the Context of Teaching, Stanford University.
58. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks: Sage.
59. Moos, L., & Moller, J. (2003). Schools and leadership in transition: The case of Scandinavia. Cambridge journal of education, 33, 353-370.
60. Muschamp, Y., Stoll, L., & Nausheem, M. (2001). Learning in the middle years. In C. W. Day & D. van Veen (Eds.), Educational research in Europe yearbook 2001 (pp. 323-350). Belgium: Garant Publisher.
61. Parpala, A., Lindblom-Ylänne, S., Komulainen, E., Litmanen, T., & Hirsto, L. (2010). Students' approaches to learning and their experiences of the teaching-learning environment in different disciplines. British Journal of Educational Psychology, 80, 269-282.
62. Pyhältö, K., Soini, T., & Pietarinen, J. (2011). A systemic perspective on school reform: Principals' and chief education officers' perspectives on school development. Journal of educational administration, 49, 46-61.
63. Rainio, A. (2005). Emergence of a playworld: The formation of subjects of learning in interaction between adults and children (Working Paper No. 32). Helsinki, Finland: Center for activity theory and developmental work research.
64. Rainio, A. (2008). From resistance to involvement. Examining agency and control in playworld. Mind, culture and activity, 26, 115-140.
65. Resnick, L., & Glennan, T. K. (2002). Leadership for learning: A theory of action for urban school districts. In A. T. Hightower, M. S. Knapp, J. A. Marsh, & M. W. McLaughlin (Eds.), School districts and instructional renewal. New York: Teachers College Press.
66. Rimpelä, M., Kuusela, J., Rigoff, A-M., Saaristo, V. and Wiss, K. (2008), Hyvinvoinnin ja terveydenedistäminen peruskoulussa 2. Perusraportti kyselystä 1.-6. vuosiluokkien kouluille (School Health Promotion Study. Grades 1-6), Ministry of Education, National research and development center for welfare and health, Helsinki.
67. Sahlberg, P. (2010). Rethinking accountability in a knowledge society. Journal of Educational Change, 11, 45-61.
68. Salomon, G. (1996). Unorthodox thoughts on the nature and mission of contemporary educational psychology. Educational psychology review, 8, 397-417.
69. Sandoval, W. A. (2004). Developing learning theory by refining conjectures embodied in educational designs. Educational psychologist, 39, 213-223.
70. Sannino, A. (2010). Teachers' talk of experiencing: Conflict, resistance and agency. Teaching and teacher education, 26, 838-844.
71. Sarason, S. B. (1991). The predictable failure of educational reform. San Francisco: Jossey-Bass.
72. Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago: Open Court Publishing.
73. Scardamalia, M., & Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of knowledge media. The journal of the learning sciences, 1, 37-68.
74. Scarr, S. (1985). Constructing psychology: Making facts and fables our time. American Psychologist, 40, 499-512.
75. Schacter, D. L., Addis, D. R., & Buckner, R. L. (2008). Episodic simulation of future events: Concept, data and applications. Annals of the New York Academy of Sciences, 1124, 39-60.
76. Seashore Louis, K., & Miles, M. B. (1990). Improving the urban high school: What works and why. New York: Teachers College Press.
77. Seikkula, J., & Arnkil, T. (2006). Dialogical meetings in social networks. London: Karnac Books.
78. Siegel, S., & Castellan, N. J, Jr. (1988). Nonparametric statistics for the behavioral sciences (2nd ed.). New York: McGraw-Hill.
79. Smith, R. (2006). Epistemological agency in the workplace. Journal of workplace learning, 18(3), 157-170.
80. Soini, T., Pietarinen, J. & Pyhältö, K. (2013). Design research approach in the large scale educational innovations. In I. R. Haslam, M. S. Khine and I. M. Saleh (Eds.), Large scale reform and social capital building (pp. 70-92). London: Routledge.
81. Stein, M. K., & Wang, M. C. (1988). Teacher development and school improvement: The process of teacher change. Teaching and teacher education, 4, 171-187.
82. Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change, 7, 221-258.
83. Stronach, I., Corbin, B., McNamara, O., Stark, S., & Warne, T. (2002). Towards an uncertain politics of professionalism: Teacher and nurse identities in flux. Journal of education policy, 17, 109-138.
84. Tschannen-Moran, M., & Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17, 783-805.
85. Vähäsantanen, K., Saarinen, J., & Eteläpelto, A. (2009). Between school and working life: Vocational teachers' agency in boundary-crossing settings. International journal of educational research, 48, 395-404.
86. van Eekelen, I. M., Vermunt, J. D., & Boshuizen, H. P. A. (2006). Exploring teachers' will to learn. Teaching and teacher education, 22, 408-423.
87. van Veen, K., Sleegers, P., & van de Ven, P. (2005). One teacher's identity, emotions and commitment to change: A case study into the cognitive-affective processes of a secondary school teacher in the context of reforms. Teaching and teacher education, 21, 917-934.
88. Vermunt, J. D., Bakkenes, I., Brekelmans, M., & Wubbels, T. (2008). Personal and contextual factors and secondary school teachers' adaptation of innovation. Paper presented at the 11th International Conference on Motivation (August 2008), Turku, Finland.
89. Vermunt, J. D., & Endedijk, M. D. (2011). Patterns in teacher learning in different phases of the professional career. Learning and individual differences, 21, 294-302.
90. Vygotsky, L. S. (1962). Thought and language. Cambridge: MIT Press.
91. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
92. Ward, R. (2000). Transfer from middle to secondary school: A New Zealand study. International Journal of Educational Research, 33(4), 365-374.
93. Wenger, E. (1998). Communities of Practice. Learning, Meaning and Identity. Cambridge: Cambridge University Press.
94. Wheatley, K. (2005). The case for reconceptualizing teacher efficacy research. Teacher and teacher education, 21, 747-766.
95. nd ed.). Thousand Oaks, CA: Sage.
96. Zerbe, C. (1993). Integrating separate and connected knowing: The experiential learning model. Teaching and psychology, 20, 7-13.