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Changing Core Beliefs and Practices Through Systemic Reform: The Case of Germany After the Fall of Socialism

University of Maryland

This article tries to make the German experience with large-scale systemic reform fruitful for an American audience. The effect of state policies in the areas of tracking, content, and pedagogy on the faculties of eight secondary schools is investigated Teachers forcefully adjusted beliefs to the new tracking structure, but not necessarily teaching standards. Teachers remained committed to canonical views of subject matter despite the recent dismantling of old "truths." Strong, but less desired, change in textbooks and content contrasts with weak, but more desired, change in instructional methods. Policy responses are interpreted with three frames of reference (institution, self, teachers' students). Inconsistencies between these frames is the rule, but when they overlap, change can be forceful. The author concludes that successful systemic policies may not be those that are inherently aligned packages, but those that align the frames of reference teachers use to make sense of policies.

Educational Evaluation and Policy Analysis, Vol. 21, No. 3, 271-296 (1999)
DOI: 10.3102/01623737021003271


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