Session Information
23 SES 06 B, Conditions and Implications of Agency Shift Triggered by Implementing an Educational Policy
Symposium
Time:
2009-09-29
10:30-12:00
Room:
HG, HS 7
Chair:
Laima Galkute
Contribution
This talk focuses on the examination, how far and under what conditions schools get involved in a concept like “Education for Sustainable Development”. The expiration in summer 2008 of a long lasting and innovative national project to foster “Education for Sustainable Development” in Germany has given occasion to our research program (Haan, & Harenberg 1999). In this talk, we pursue two main research questions: 1. Are there differences between schools participating in the project and schools not participating in the project referring to their concept-related activities? 2. What factors influence this involvement in the concept? For this purpose we conducted a survey with 250 schools in total (461 teachers and 195 principals). Apart from capturing general involvement, our measuring devices also record its depth and intensity following theoretical statements of Cynthia Coburn (2003). We differentiate between three stages of innovation-acquisition: A) formal takeover, B) intense pursuits, and C) shift in reform ownership. Preliminary analyses point to the fact that participating schools adopted the concept “Education for Sustainable Development” more committedly compared to schools not participating. Additionally, within regression-analytic procedures we will demonstrate what further factors have influence on school commitment (like organizational considerations and the motivation of the teachers).
Method
Expected Outcomes
References
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