Dr, Kirsi Pyhältö Centre of Educational Psychology, Helsinki University

K Pyhältö 120907K Pyhältö 120907

A Systemic Approach to A Systemic Approach to School Reforms – School Reforms – Reflections on practise Reflections on practise and theory in developing and theory in developing comprehensive schoolcomprehensive school

Dr, Kirsi PyhältöDr, Kirsi PyhältöCentre of Educational Psychology, Centre of Educational Psychology, Helsinki UniversityHelsinki University


Towards high quality learning and Towards high quality learning and educationeducation

Education and active learning skills are Education and active learning skills are acknowledged as the very core of scenarios acknowledged as the very core of scenarios for the future of Europe. for the future of Europe.

They are expected to provide the most They are expected to provide the most important tools for active change important tools for active change management and achieving organisational management and achieving organisational and individual goals.and individual goals.

The base for the art of self-regulated learning is The base for the art of self-regulated learning is created in comprehensive schools. created in comprehensive schools.

This goal has given rise to several educational This goal has given rise to several educational reforms in many European countries, Finland reforms in many European countries, Finland included.included.


Problematic school reformsProblematic school reforms

As main executors of the school reforms, As main executors of the school reforms, primary- and secondary school teachers primary- and secondary school teachers are expected to cope with and combine are expected to cope with and combine the various demands and implement the the various demands and implement the new ideas in their daily work.new ideas in their daily work.

However research on school reforms has However research on school reforms has shown that output of the reforms has shown that output of the reforms has rarely met the high expectations. rarely met the high expectations.

There seems to be, at the same time, a gap There seems to be, at the same time, a gap between the between the sophisticated theories of sophisticated theories of learning learning and everyday instructional and everyday instructional practices of teacher and schools.practices of teacher and schools.


Why school reforms tend to fail? Why school reforms tend to fail? Three complementary argumentsThree complementary arguments

Reforms are rarely executed adequately Reforms are rarely executed adequately as active, multi-dimensional, as active, multi-dimensional, collaborative and situated learning collaborative and situated learning processes.processes.

Reforms tend to focus on parts while Reforms tend to focus on parts while disregarding the way the whole disregarding the way the whole structure hangs together.structure hangs together.

Applications and designs based on novel Applications and designs based on novel theories of learning and instruction are theories of learning and instruction are almost solely left on teachers’ concern. almost solely left on teachers’ concern.


Active learning both as a mean and Active learning both as a mean and

as a goalas a goal Research based knowledge of the Research based knowledge of the

characteristics of powerful learning characteristics of powerful learning environments should be taken as a consistent environments should be taken as a consistent guideline in implementing the reforms.guideline in implementing the reforms.

Investing in the school as a learning Investing in the school as a learning environment for teachers as well as other environment for teachers as well as other members of school community.members of school community.

Members of school community, especially Members of school community, especially teachers as active agents in the reforms. teachers as active agents in the reforms.

Requires conceptual change and new Requires conceptual change and new learning.learning.


Systemic approachSystemic approach

Dealing with complex entities and Dealing with complex entities and orchestration of elements.orchestration of elements.

Creating capacity for change requires Creating capacity for change requires systematic effort on several fronts systematic effort on several fronts simultaneously.simultaneously.

Interactive bottom-up and top-down models of Interactive bottom-up and top-down models of reform implementation.reform implementation.

Collaboration and new learning in all levels of Collaboration and new learning in all levels of schooling system.schooling system.

Also school development research ought to Also school development research ought to focus more and more on studying educational focus more and more on studying educational phenomena as a complex of correlated phenomena as a complex of correlated events, processes, strategies, interactions and events, processes, strategies, interactions and qualities.qualities.


Third mission of educational Third mission of educational researchresearch Two core function of educational research: Two core function of educational research:

explaining and guidingexplaining and guiding should be should be complemented by a third: complemented by a third: designing.designing.

Better comprehension of a complex learning Better comprehension of a complex learning environment can be attained when one is environment can be attained when one is designing the environment with emphasis on designing the environment with emphasis on particular ingredients suggested by some particular ingredients suggested by some theory.theory.

Collaborative partnership between Collaborative partnership between educational researchers and practitioners.educational researchers and practitioners.

Research findings on learning and instructionResearch findings on learning and instruction can be exploited for the benefit of the can be exploited for the benefit of the

educational system directly, which is great educational system directly, which is great advantage in rapidly changing information advantage in rapidly changing information society.society.


Design research approach as a tool Design research approach as a tool for overcoming the practise theory for overcoming the practise theory

gap?gap? Design research is an emerging Design research is an emerging

methodological approach.methodological approach.

It focuses both on fostering learning, It focuses both on fostering learning, creating usable knowledge, and creating usable knowledge, and advancing theories of learning and advancing theories of learning and teaching, in complex real world settings.teaching, in complex real world settings.

Design research takes place through Design research takes place through “engineering” particular learning forms “engineering” particular learning forms based on novel theories on learning and based on novel theories on learning and instruction.instruction.


Interplay between educational theories Interplay between educational theories and educational research in generaland educational research in general

Fig 1: Looking at Technology in Context: Cognition and Technology Group at Vanderbilt, 1996

In VitroLaboratory

In VivoIndividual Classes

and Schools

ConnectedClasses, SchoolsCommunities

TransmissionModels

1 2 3

Constructivist Models:

Part of School Day

4 5 6

Constructivist Models: all of

schooling

7 8 9


Characteristics of design research Characteristics of design research approachapproach

Methodologically, a design research Methodologically, a design research approach drives at designing and exploring approach drives at designing and exploring whole range of design innovations that whole range of design innovations that embody specific theoretical claims.embody specific theoretical claims.

Depending on the emphasis of the study, Depending on the emphasis of the study, design approach has been characterised as design approach has been characterised as process oriented, theory driven, and process oriented, theory driven, and interventionist, co-operative and iterative interventionist, co-operative and iterative as well as systemic. as well as systemic.


1/2 Design research process1/2 Design research process

Design research process development, Design research process development, understanding and research takes understanding and research takes place through continuous cycles of place through continuous cycles of design, questions, and enactment, design, questions, and enactment, analyse and redesign. analyse and redesign.

Identifying the starting point of the Identifying the starting point of the experiment.experiment.

Construction of design hypotheses in Construction of design hypotheses in the context.the context.

Preparing a good reciprocal interaction Preparing a good reciprocal interaction between educational researchers and between educational researchers and practitioners.practitioners.


2/2 Design research process2/2 Design research process

The embodied hypotheses are The embodied hypotheses are implemented in collaboration with implemented in collaboration with educational practitioners, and they educational practitioners, and they constitute multilevel interventions.constitute multilevel interventions.

The designed interventions are followed by The designed interventions are followed by multilevel analysis of learning activities as multilevel analysis of learning activities as well as learning outcomes.well as learning outcomes.

The revision of the hypotheses and designs The revision of the hypotheses and designs as a starting point for second cycle of as a starting point for second cycle of interventions.interventions.

Design process constitute both prospective Design process constitute both prospective and reflective undertakings that are and reflective undertakings that are entwined in iterative process.entwined in iterative process.


Recent school reforms in Finland Recent school reforms in Finland

In Finland three major pedagogical In Finland three major pedagogical comprehensive school reforms have comprehensive school reforms have been launched since 1990’s:been launched since 1990’s:

Current school legislation and Current school legislation and regulations emphasise that everyday regulations emphasise that everyday school practices should be based on school practices should be based on constructivist theories of learning.constructivist theories of learning.

Decentralisation of school Decentralisation of school administration. administration.

Implementation of undivided basic Implementation of undivided basic education.education.


Context of the study: Context of the study: Implementation of UBEImplementation of UBE

The context of the study is the most The context of the study is the most recent of the pedagogical school reforms recent of the pedagogical school reforms in Finland, the undivided basic education in Finland, the undivided basic education (abbreviation: UBE). (abbreviation: UBE).

The UBE concerns developing inner The UBE concerns developing inner coherence of schools by showing coherence of schools by showing curricular consistency from pre-school to curricular consistency from pre-school to ninth grade.ninth grade.

The aim of this reform is to support pupils The aim of this reform is to support pupils

in their learning path through various in their learning path through various transitions during their school career.transitions during their school career.


An example about design research An example about design research studystudy

It has been carried out since 2005 in It has been carried out since 2005 in collaboration with Helsinki, Tampere and collaboration with Helsinki, Tampere and Joensuu Universities.Joensuu Universities.

The general theoretical basis of the study was The general theoretical basis of the study was socio-constructivist view of learning.socio-constructivist view of learning.

Altogether 87 communes and 240 schools Altogether 87 communes and 240 schools around Finland participated to the research around Finland participated to the research project.project.

The project has a twofold aim: it intends to The project has a twofold aim: it intends to analyse preconditions and processes that analyse preconditions and processes that enable schools to develop a culture of learning enable schools to develop a culture of learning in which collaboration and active self-in which collaboration and active self-regulative learning are emphasisedregulative learning are emphasised and and to to contribute to the development of undivided contribute to the development of undivided basic education.basic education.


The first phase: the pre-studyThe first phase: the pre-study

The pre-study included data collection The pre-study included data collection in four levels of the schooling system: in four levels of the schooling system: administration, principals, teachers administration, principals, teachers and pupils (9th graders).and pupils (9th graders).

During the first cycle, the data was During the first cycle, the data was

collected using various methods, such collected using various methods, such as inquiries, interviews, reflective as inquiries, interviews, reflective discussion and activating procedures. discussion and activating procedures.


Data collected in the first cycleData collected in the first cyclePhase 1 (October – December 2005

OPEN-ENDED SURVEYS FOR HEADS OF SCHOOL DISTRICT (n= 87, 55% answered) AND SCHOOL PRINCIPALS (n=240, 60% answered

Phase 2 (January – February 2006):

SELECTION OF NINE (9) CASE SCHOOLS on the basis of the school principals’ reflections. Criteria for case schools selection: variation of the school type, -size, -location and the and phase in their UBE development work

Phase 3 (February – March 2006):

RECALLING OF THE FUTURE (RoF) (n= 189 teachers) and OPEN-ENDED QUESTIONS for the ninth graders (n= 518 pupils) in case schools

Phase 4 (March 2006)

SELECTION OF THE TEACHERS FROM EACH CASE SCHOOL on the basis of the RoF data.

Phase 5 (March – May 2006):

THEME INTERVIEWS FOR THE SELECTED TEACHERS IN EACH CASE SCHOOL (n= 70 teachers)


Identifying gaps and problemsIdentifying gaps and problems

The data from the first cycle suggested that The data from the first cycle suggested that main problems in implementing UBE within main problems in implementing UBE within the school level:, in the schools and between the school level:, in the schools and between schools, were the following:schools, were the following:

Teachers’ as well as headmaster’s perceptions Teachers’ as well as headmaster’s perceptions about the developmental goal of UBE were about the developmental goal of UBE were unclear, fragmented and one-sided.unclear, fragmented and one-sided.

Teachers often showed lack of active agency Teachers often showed lack of active agency in the developing school community. in the developing school community.

Lack of collaboration existed within the Lack of collaboration existed within the professional community in the school as well professional community in the school as well as between the schools that constituted the as between the schools that constituted the whole of basic studies.whole of basic studies.

There was a lack of active agency on behalf of There was a lack of active agency on behalf of pupils within school and classroom practices pupils within school and classroom practices and tensions between pupils and teachers. and tensions between pupils and teachers.


Design hypothesisDesign hypothesis

Teachers’ and headmasters’ need to attain Teachers’ and headmasters’ need to attain holistic understanding about first principles holistic understanding about first principles of UBE and its theoretical base.of UBE and its theoretical base.

Teachers’ need to attain active agency in Teachers’ need to attain active agency in developing school community.developing school community.

Collaborative professional culture needs to Collaborative professional culture needs to be established both in the schools and be established both in the schools and between them to be able to promote a between them to be able to promote a coherent learning path and support pupils coherent learning path and support pupils through out comprehensive school.through out comprehensive school.

Activating and collaborative learning Activating and collaborative learning environment for pupils need to be attained environment for pupils need to be attained to be able to promote UBE. to be able to promote UBE.


The first cycle of interventions: The first cycle of interventions: Three complementary aspects of Three complementary aspects of

designsdesigns The first cycle focused on teachers and The first cycle focused on teachers and

teachers’ communities at three teachers’ communities at three complementary levels: individual level complementary levels: individual level professional development, teacher community professional development, teacher community level and between teachers’ communities.level and between teachers’ communities.

This cycle included three related components: This cycle included three related components: (a) (a) Facilitating collaborative professional culture.Facilitating collaborative professional culture. (b) Enhancing teachers’ perceptions about the (b) Enhancing teachers’ perceptions about the

object of activity (first principles of UBE) and object of activity (first principles of UBE) and facilitating conceptual change.facilitating conceptual change.

(c) Supporting teachers’ active agency in (c) Supporting teachers’ active agency in developing the school overall, outside the developing the school overall, outside the classrooms.classrooms.


a) Facilitating collaborative a) Facilitating collaborative professional cultureprofessional culture

Scaffolding was provided for opportunities for Scaffolding was provided for opportunities for collaborative discussions and construction collaborative discussions and construction of understanding of the UBE in mixed of understanding of the UBE in mixed teacher groups.teacher groups.

Collective cognitive responsibility was Collective cognitive responsibility was promoted by supporting construction of promoted by supporting construction of common meta-goals for developing school common meta-goals for developing school community in line with first principles of community in line with first principles of UBE in mixed groups.UBE in mixed groups.

Teachers were helped to explicate the Teachers were helped to explicate the intellectual resources available within the intellectual resources available within the teacher community. teacher community.


b) Object of activity and facilitating b) Object of activity and facilitating conceptual changeconceptual change

Eliciting and helping outline teachers’ prior and Eliciting and helping outline teachers’ prior and current understanding about the UBE current understanding about the UBE explicitly.explicitly.

Facilitating revision current understanding of Facilitating revision current understanding of UBE by eliciting new information about the UBE by eliciting new information about the reform and problems caused by the lack of reform and problems caused by the lack of coherence within the school path. coherence within the school path.

Helping teachers to identify problems and Helping teachers to identify problems and resources in promoting, simultaneously, resources in promoting, simultaneously, horizontal and vertical coherence in the horizontal and vertical coherence in the school. school.


c) Supporting teachers’ active c) Supporting teachers’ active agencyagency

Stimulating teachers to articulate and reflect Stimulating teachers to articulate and reflect on their strategies and ideas, conceptions, on their strategies and ideas, conceptions, beliefs and feelings developing their work beliefs and feelings developing their work and school together in the terms of UBE. and school together in the terms of UBE.

Promoting teachers’ reconsideration of their Promoting teachers’ reconsideration of their professional role in the developing school professional role in the developing school community; e.g., by reflecting on their community; e.g., by reflecting on their schooling practices from different schooling practices from different perspectives and standpoints. perspectives and standpoints.

Organising forums in which teachers were Organising forums in which teachers were encouraged to set forth their ideas about the encouraged to set forth their ideas about the developmental goal of UBE and their own developmental goal of UBE and their own role in the process. role in the process.


Design research – some pitfallsDesign research – some pitfalls Studying complex interactive systems and Studying complex interactive systems and

thus sustaining interventions in a messy thus sustaining interventions in a messy settings gives rise to high demands on settings gives rise to high demands on coordinating and conducting multiple levels coordinating and conducting multiple levels of data collection and analysis of data collection and analysis systematically.systematically.

Promoting two-folded aim: theory building Promoting two-folded aim: theory building and advancement of practise and advancement of practise simultaneously.simultaneously.

GeneralizabilityGeneralizability and limits of effects e.g. and limits of effects e.g. multiple cases, pre-test post-test multiple cases, pre-test post-test arrangements, iteration, a variety of data arrangements, iteration, a variety of data sources and several kinds of methods as sources and several kinds of methods as well as using and creating of measures or well as using and creating of measures or instruments.instruments.


Design research approach - Design research approach - PotentialsPotentials

Design research provides a productive Design research provides a productive perspective for developing theory.perspective for developing theory.

At its heart, education is about At its heart, education is about

designing and hence design research designing and hence design research produces useful results. produces useful results.

Engaging in design research directly Engaging in design research directly

involves researchers in the involves researchers in the improvement of educationimprovement of education and and teachers in research.teachers in research.


Thank You for your Thank You for your attention!attention!

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Dr, Kirsi Pyhältö Centre of Educational Psychology, Helsinki University