Citation

Primary teacher sense-making of educational and reading reform within the Republic of Macedonia

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Abstract:

Macedonia lags behind other transitional countries in educational performance (Baer, Balderi, Ayotte & Green, 2007; USAID, 2009). In response to these educational challenges, the country’s Ministry of Education supports major education reform initiatives. This study builds on previous reform research but focuses on Macedonian teachers by exploring how they respond to and provide reading instruction to improve student achievement during the educational reform.

It utilizes a sense-making and implementation framework for understanding how teachers understand and are impacted by Macedonia’s National Curriculum policy and professional development reform efforts. Coburn (2001) posits that sense-making theorists claim that teachers adapt new information into cognitive frameworks called “worldviews” (see Porac, et al. 1989; Vaughn, 1996; Weick, 1995). It uses a case study approach to examine twenty primary school teachers’ experiences related to their reading instruction, reading professional development and how these elements impact their reading instruction (Yin, 2003). This study uses multiple teacher and ministry official interviews to investigate how the overall context affects teachers.

Preliminary analysis suggests teachers are affected by major NGO and INGO agencies working to impact, change and improve Macedonian through a myriad of initiatives. These organizations’ influence on the Macedonian educational system and teachers is complex. These organizations impact Macedonian literacy curriculum change by providing input, process and output of the educational change. Additionally, teachers noted the impact of these agencies on their instructional knowledge through the implementation of literacy workshops; which further developed teachers’ understanding of major literacy components and how research has shown they are most effectively taught. Participating teachers noted a number of interesting changes to how they thought of their reading practice, how to adapt their new practice to the Macedonia national curriculum, and how functional they find the curriculum to be.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p494065_index.html
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MLA Citation:

Holdgreve-Resendez, Richard. "Primary teacher sense-making of educational and reading reform within the Republic of Macedonia" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p494065_index.html>

APA Citation:

Holdgreve-Resendez, R. T. , 2011-05-01 "Primary teacher sense-making of educational and reading reform within the Republic of Macedonia" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p494065_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Macedonia lags behind other transitional countries in educational performance (Baer, Balderi, Ayotte & Green, 2007; USAID, 2009). In response to these educational challenges, the country’s Ministry of Education supports major education reform initiatives. This study builds on previous reform research but focuses on Macedonian teachers by exploring how they respond to and provide reading instruction to improve student achievement during the educational reform.

It utilizes a sense-making and implementation framework for understanding how teachers understand and are impacted by Macedonia’s National Curriculum policy and professional development reform efforts. Coburn (2001) posits that sense-making theorists claim that teachers adapt new information into cognitive frameworks called “worldviews” (see Porac, et al. 1989; Vaughn, 1996; Weick, 1995). It uses a case study approach to examine twenty primary school teachers’ experiences related to their reading instruction, reading professional development and how these elements impact their reading instruction (Yin, 2003). This study uses multiple teacher and ministry official interviews to investigate how the overall context affects teachers.

Preliminary analysis suggests teachers are affected by major NGO and INGO agencies working to impact, change and improve Macedonian through a myriad of initiatives. These organizations’ influence on the Macedonian educational system and teachers is complex. These organizations impact Macedonian literacy curriculum change by providing input, process and output of the educational change. Additionally, teachers noted the impact of these agencies on their instructional knowledge through the implementation of literacy workshops; which further developed teachers’ understanding of major literacy components and how research has shown they are most effectively taught. Participating teachers noted a number of interesting changes to how they thought of their reading practice, how to adapt their new practice to the Macedonia national curriculum, and how functional they find the curriculum to be.


Similar Titles:
Educational reform and teachers’ decision making: Relationship between the intended and the implemented reading curriculum in Dominican schools

Overcoming the education gap: Education reforms and training for under-qualified primary teachers in India and Indonesia

The Effect of Teachers’ Education in Teaching Reading on Students Reading Score in Primary School: Examining Data from Botswana PIRLS 2011


 
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