Innovation Practices in Schools: The Impact of Different Models of Organization on the Practice of Norwegian Municipalities

Autor/in	Jentoft, Nina
Titel	Innovation Practices in Schools: The Impact of Different Models of Organization on the Practice of Norwegian Municipalities
Quelle	In: Improving Schools, 20 (2017) 2, S.161-177 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480217707894
Schlagwörter	Municipalities; Foreign Countries; Educational Innovation; Interviews; Teacher Attitudes; Entrepreneurship; School Administration; Elementary School Students; Elementary School Teachers; At Risk Students; Guidelines; Interdisciplinary Approach; Models; Vignettes; Family Violence; Eating Disorders; Substance Abuse; Parent Child Relationship; Acculturation; Qualitative Research; Case Studies; Prevention; Agency Cooperation; Child Behavior; Norway + Suchen Sie Ihr Suchwort? Magistrat; Ausland; Instructional innovation; Bildungsinnovation; Interviewing; Interviewtechnik; Lehrerverhalten; Unternehmungsgeist; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Richtlinien; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Analogiemodell; Appetite disorder; Essstörung; Drug use; Drug consomption; Drogenkonsum; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Akkulturation; Qualitative Forschung; Case study; Fallstudie; Case Study; Prävention; Vorbeugung; Norwegen
Abstract	Services provided by primary schools have a significant impact on citizens' living conditions. We need more knowledge of how innovation activities in primary schools should be organized and managed. This article addresses this gap by raising the following question: "Why do municipalities have different ways of organizing preventive work in primary schools and what impact do different organizational approaches have on professionals' judgement and their decisions to call attention to children at risk, their response patterns and interdisciplinary/interagency cooperation?" The qualitative exploration of these questions is based on in-depth interviews with head teachers and teachers in 10 Norwegian municipalities. My findings indicate that institutional entrepreneurship can be essential in creating an arena for "bricolage" or collaborative processes and that, through a new organizational approach, an altered institutional framework contributes to building cooperation among professionals and gives a basis for incremental innovations. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01