A crucial challenge for more successful innovation in education is to apply a systemic approach from the very beginning (cf. Earl et al., 2003; Fullan, 2009). To prevent innovations from failing, bridges need to be build between various system levels (national, local, school, classroom), the internal consistency of the curriculum design itself needs to be stimulated and the various actors (especially in curriculum development, textbook publishing, teacher education and assessment) need to combine forces and tune their contributions (cf. van den Akker, 2010).

This symposium will focus on those conditions for lasting change at system and school level that will influence how teachers realize curriculum changes in their classroom practices. Presenters will base their contribution on studies from four different countries (Germany, Suriname, Ireland and the Netherlands).

References

Akker, J. van den (2010). Building bridges: how research may improve curriculum policies and classroom practices. In S. Stoney (Ed.), Beyond Lisbon 2010: Perspectives from research and development for education policy in Europe (pp. 175-195). CIDREE Yearbook 2010. Slough, England: NFER.

Earl, L.; Watson, N.; & Katz, S. (2003). Large-scale education reform: Life cycles and implications for sustainability. Centre for British Teachers. Retrieved from http://www.cfbt.com/evidenceforeducation/pdf/Lifecycles.pdf

Fullan, M. (2009). Large-scale reform comes of age. Journal of Educational Change 10, 101-113.