Understanding elementary teachers’ different responses to reform: The case of implementation of an assessment reform in South Korea

Jinyoung Choi

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

This study explores how teachers implemented an assessment reform in South Korea, with an analysis of different aspects of the reform. Using a mixed method design, this study reveals that the relation between policy and practice depends upon the nature of the changes that reform policies propose. Teachers’ implementation varies in terms of different aspects of the reform. Teachers struggle with implementing its fundamental aspects. This study suggests that it is important to take into account variation in implementation as the developmental progress of the reform and attend to scaffolding to make teachers further progress toward fundamental changes in practice.

Original languageEnglish
Pages (from-to)581-598
Number of pages18
JournalInternational Electronic Journal of Elementary Education
Volume9
Issue number3
StatePublished - Mar 2017

Keywords

  • Assessment
  • Educational change
  • Educational policy and practice
  • Policy implementation

Fingerprint

Dive into the research topics of 'Understanding elementary teachers’ different responses to reform: The case of implementation of an assessment reform in South Korea'. Together they form a unique fingerprint.

Cite this