03 SES 08 A, Research Feeding Curriculum Innovation
Following the economic crisis in 2008 the Icelandic government put their emphasis on restructuring the educational system to reflect the needs of modern society. The responding to changes in society was by shaping education policy and writing new national curriculum for preschools, compulsory schools and upper secondary schools in autumn 2011.
The Icelandic National Curriculum is based on six fundamental pillars. The pillars, along with an emphasis on competences, learning competences and metacognition, assessment for learning, and increased collaboration within the school community call for a rethinking of the content and arrangements of schooling.
In the spring of 2012 ten schools in the school district Akureyri (town of 18 000 population in north of Iceland) applied for support from the Centre of School Development at the University of Akureyri (msHA) to implement the new national curriculum. Following the application, an action plan was organized and the implementation process formally began in autumn 2012 in ten compulsory schools with supports from two consultants from msHA. The implementation process is expected to take two years and is built on a process inquiry model of curriculum. That is based on a common vision, reflection, diversity and continuous efforts of the school community to improve.
The consultants have evaluate the implementation process from the starts with an action research project. The study addresses the participation of consultants in the implementation process and their aim is to monitor how the process unfolds and to learn from it.
Dufour, R. (2004). What is a “professional learning community”? Educational Leadership, 61(8), 6–11. Dufour, R. and Fullan, M. (2013). Cultures built to last: systemic plcs at work. Bloomington: Solution Tree. Fullan, M. (2005). Professional learning communities Writ large. Retrived 28. february 2012 from www.michaelfullan.ca/Articles_05/UK Ireland preread_final.pdf Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and teaching and practice, 6(2), 151–182. Hargreaves, A. and Fullan, M. (2012). Professional capital: transforming teaching in every school. New York: Teachers College. Hipp, K. and Huffman, J.B. (2007). Using assessment tools as frames for dialogue to create and sustain professional learning communities. In L. Stoll and K.S. Louis (Eds.). Professional learning communities: divergence, depth and dilemmas (p. 119 ‒131). Berkshire: Open University Press. McKernan, J. (2008). Curriculum and imagination: process theory, pedagogy and action research. London: Routledge. McNiff, J. (2010). Action research for professional development: concise advice for new and experienced action researchers. Dorset: September Books. McNiff, J. (2013). Action research: principles and practice. London: Routledge. Ministry of Education, Science and Culture.(2011). The Icelandic national curriculum guide for compulsory schools: general section 2011. Reykjavík: Ministry of Education, Science and Culture. O´Neill, G. (2010). Programme design: overview of the curriculum models. Dublin: UCD.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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