Abstract
Large-scale educational reform often demands changes in practice which challenge today’s classroom teacher (Sahlberg, 2009; Sowell, 2005; Fullan, 2000a). Educational change increases tension as outcomes are measured and results are evaluated against standards (Canadian Council on Learning, 2009). These changes (reform) can trigger resistance, debate and passivity within teachers.
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Joong, Y.H.P., Ryan, T.G. (2013). Teachers and Students’ Perceptions of Secondary Reform and Implementation. In: Hébert, Y., Abdi, A.A. (eds) Critical Perspectives on International Education. Comparative and International Education, vol 15. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-906-0_19
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DOI: https://doi.org/10.1007/978-94-6091-906-0_19
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