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School change and educational reform: How activity theory could respond to Sarason's insights
Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
2016 (English)In: Da Investigação às Práticas: Estudos de Natureza Educacional, ISSN 2182-1372Article in journal (Refereed) In press
Abstract [en]

Three perspectives are brought together in this paper, towards recognising the centrality of participant agency in school change and educational reform. First, observations made by Sarason in relation to school change and educational reform. Second, Engeström's activity theory based interventionist methodology, which seeks recognition of agency in the conduct of local interventions. Finally an empirical case of teacher-researcher collaboration and project based intervention at a Grade four mathematics classroom in Sweden. Herein lies the possibility of viewing school change and educational reform in terms of students' interests and teacher agency within classroom interventions.

Place, publisher, year, edition, pages
Lisbon: Portugal, 2016.
Keyword [en]
school change, educational reform, activity theory, formative intervention, agency
National Category
Other Mathematics
Identifiers
URN: urn:nbn:se:umu:diva-112308OAI: oai:DiVA.org:umu-112308DiVA: diva2:876764
Available from: 2015-12-04 Created: 2015-12-04 Last updated: 2016-09-19

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Gade, Sharada
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Umeå Mathematics Education Research Centre (UMERC)Department of Science and Mathematics Education
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