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DSP158_1

Policy implementation as a strategy to improve schools and early child care

This is the study programme for 2020/2021.


Politicians as well as the public are engaged in development of the best of education and development in schools and child cares. The institutions are governed by politicians through laws, curriculums, framework plans and instructions. However, the changes wanted from the politicians, needs to be implemented by the heads and teachers in order to come through. Research has shown that the way from a political enactment to change in the classroom is a long and complicated road.
The purpose of this course is to focus on research based knowledge on implementation in educational settings, included organizational factors affecting the implementation process.

Learning outcome

1. Knowledge: Participants develop
  • an in-depth understanding of implementation theory and strategies
  • knowledge on international research on implementation in educational settings
  • awareness of how organizational contexts influence the implementation process


2. Skills: By the end of the course participants will be able to:
  • consider relevant contextual aspects that might promote or inhibit implementation in educational settings when planning a project
  • reflect on their role as researchers on implementation projects


3.Competencies: Participants will:
  • have a knowledge based understanding of the complexities connected with implementation in educational settings, and of implementation as organizational learning.

Contents

The course consists of two parts:
  1. Participation at the ICSEI congress in Stavanger, January 2019. At the conference the students will meet updated knowledge on implementation from international researchers. They will follow parallel sessions to broaden their understanding and be part of professional discussions.
  2. Two days on campus with lectures going into depth of some themes relevant for the subject.

Required prerequisite knowledge

None.

Recommended previous knowledge

None

Exam

Weight Duration Marks Aid
Essay (4000 words) or ICSEI presentation1/12 monthsPass - FailAll.
A - Participation on the international Congress ICSEI Stavanger 2019. A short summary of their learning and reflection has to be handed in.
For participants unable to participate at the ICSEI congress, this can be replaced by an individual reading section. A chosen reading list of about 300 pages within the topic of this course. This self-chosen reading list has to be approved by the faculty in charge for the course beforehand.
B - A presentation on the ICSEI Congress. This can be a paper or poster. The abstract and the presentation has to be handed in.
For participants without an ICSEI presentation: A 4000 word essay, based on a chosen theme relevant to the subject of this course. The chosen theme has to be approved from the faculty in charge of the course beforehand.

Coursework requirements

  1. Participation on the international Congress ICSEI Stavanger 2019. A short summary of their learning and reflection has to be handed in.


For participants unable to participate at the ICSEI congress, this can be replaced by an individual reading section. A chosen reading list of about 300 pages within the topic of this course. This self-chosen reading list has to be approved by the faculty in charge for the course beforehand.
  1. A presentation on the ICSEI Congress. This can be a paper or poster. The abstract and the presentation has to be handed in.

For participants without an ICSEI presentation: A 4000 word essay, based on a chosen theme relevant to the subject of this course. The chosen theme has to be approved from the faculty in charge of the course beforehand.

Course teacher(s)

Course coordinator
Sigrun Karin Ertesvåg
Course teacher
Unni Vere Midthassel , Pål Roland

Method of work

Open to

Students enrolled on a doctoral programme. If available places other faculty can participate

Course assessment

A discussion with the students to learn their opinion with the purpose to improve the course.

Literature


Blase, K. A., Van Dyke, M., Fixsen, D. L., & Bailey, F. W. (2012). Implementation science: Key concepts, themes, and evidence for practitioners in educational psychology. In B. Kelly, & D. F. Perkins (Eds.), Handbook of implementation science for psychology in education (pp. 13-34). Cambridge: University Press.
Domitrovich, C.E., C.P. Bradshaw, J.M. Poduska, K. Hoagwood, J.A. Buckley, S. Olin og N.S. Ialongo (2008). Maximizing the Implementation Quality of Evidence-Based Preventive Interventions in Schools: A Conceptual Framework. Advances in School Mental Health Promotion, 1(3), 6–28.
Ertesvåg, S. K. (2015). Improving anti-bullying initiatives: The role of an expanded research agenda. Journal of Educational Change, 16(3), 349-370.
Espelage, D.Colbert, CL.C. (2015). School-based interventions to prevent bullying and promote prosocial behaviors. In K.R. Wentzel & G.B. Ramani (Eds.), Handbook of Social Influences in School Contexts (pp.405-422). Routledge.
Hargreaves, A., & Stone-Johnson, C. (2009). Evidence-imformed chage and the practice of teaching. In J. D. Bransford, N. J. Vye, D. J. Stipek, L. M. Gomez, & D. Lam (Eds.), The role of research in educational improvement (pp. 89-109). Cambridge, MA: Harvard Educational Press.
Harris, A. , Chapman, C. , Muijs, D., Reynolds, D., Campbell , Creemers, B., L. Earl , L. Kyriakides , G. Munoz ,Stoll, L., Stringfield, S., Boudewijn van Velzen & Jose Weinstein (2013). Getting lost in translation? An analysis of the international engagement of practitioners and policy-makers with the educational effectiveness research base, School Leadership & Management: Formerly School Organisation, 33:1, 3-19, DOI: 10.1080/13632434.2012.723622
Honig, M. (2006a). Building policy from pracice: Implementation as organizational learning. In M. Honig (Ed.), New directions in education policy implementation. Confronting complexity. Albany, NY: State University of New York Press.
Honig, M. (2006b). Complexity and policy implementation: Challenges and opportunities in the field. In M. Honig (Ed.), New Directions in educational policy implementation. Confronting complexity. Albany, NY: State University of New York Press.
Humphrey, N., Lendrum, A., Ashworth, E., Frearson, K., Buck, R., & Kerr, K. (2016). Implementation and process evaluation (IPE) for interventions in education settings: A synthesis of the literature. Retrieved from Manchester: http://educationendowmentfoundtation.org.uk/public/files/Evaluation/Setting-up-an-Evaluation/IPE_Review_Final.pdf
Leithwood, K. (2018). Postscript: Five Insights About School Leaders’ Policy Enactment. Leadership and Policy in Schools, 17(3), 391-395.
Meyers, D. C., Katz, J., Chien, V., Wandersman, A., Scaccia, J. P., & Wright, A. (2012). Practical implementation science: developing and piloting the quality implementation tool. American journal of community psychology, 50(3-4), 481-496.
Meyers, D. C., Durlak, J. A., & Wandersman, A. (2012). The quality implementation framework: a synthesis of critical steps in the implementation process. American journal of community psychology, 50(3-4), 462-480.
Midthassel, U. V. (2017). University-school partnerships as arrangements in policy implementation. Journal of Professional Capital and Community, 2(3), 134-145.
Muijs, D. (2011). Leadership and organisational performance: from research to prescription. International Journal of Educational Management, 25(1), 45-60.
Muijs, D., Kyriakides, L., van der Werf, G., Creemers, B., Timperley, H., & Earl, L. (2014). State of the art–teacher effectiveness and professional learning. School effectiveness and school improvement, 25(2), 231-256.
Schwartz, R. B., & Kardos, S. M. (2009). Research-based evidence and state policy. In J. D. Bransford, N. J. Vye, D. J. Stipek, L. M. Gomez, & D. Lam (Eds.), The role of resaerch in edudational improvement (pp. 47-66). Cambridge, MA: Hardvard Educational Press.
Smylie, M., & Evans, A. (2006). Social capital and the problem of implementation. In New directions in education policy implementation. Confronting complexity. Albany, NY: State University of New York Press.
Solheim, K., Ertesvåg, S. K., & Berg, G. D. (2018). How teachers can improve their classroom interaction with students: New findings from teachers themselves. Journal of Educational Change, 1-28.
Spillane, J. P., Reiser, M., & Gomez, L. (2006). Policy implementation and cognition: The role of human, social, and distributed cognition in framing policy. In M. Honig (Ed.), New directions in education policy implementation. Confronting complexity (pp. 47-64). Albany, NY: State University of New York Press.
Vermunt, J. D. (2014). Teacher learning and professional development. In S. Krolak-Schwerdt, S. Glock, M. Böhmer (Eds.), Teachers’ professional development (pp. 79–95). Rotterdam: SensePublishers.
Wubbels, T., Brekelmans, M., den Brok, P., Wijsman, L., Mainhard, T., & van Tartwijk,J. (2015). Teacher-student relationships and classroom management. In E. T. Emmer, &

Extra Literature:

Emmer, E. T., & Sabornie, E. J. (2015). Handbook of classroom management (2nd ed.). New York, NY: Routledge.
Ertesvåg, S.K. & Roland, P. (2013). Ledelse av endringsarbeid i barnehagen. Gyldendal Akademisk.
Roland, P., & Westergård, E. (Eds.). (2015). Implementering: å omsette teorier, aktiviteter og strukturer i praksis. Universitetsforlaget.


This is the study programme for 2020/2021.

Sist oppdatert: 11.08.2020

History