Adapting routines in schools when facing challenging situations. Extending previous theories on routines by considering theories on self-regulated and collectively regulated learning
Authors
Author (Corporation)
Publication date
07.07.2022
Typ of student thesis
Course of study
Collections
Type
01A - Journal article
Editors
Editor (Corporation)
Supervisor
Parent work
Journal of Educational Change
Special issue
DOI of the original publication
Series
Series number
Volume
24
Issue / Number
3
Pages / Duration
Patent number
Publisher / Publishing institution
Springer
Place of publication / Event location
Wiesbaden
Edition
Version
Programming language
Assignee
Practice partner / Client
Abstract
Routines play a major role in educational change in schools. But what happens if the routines performed by school staff fail to deal successfully with current challenges? What strategies aid adaptation of the routines in a specific situation? Up to now, there exists no comprehensive concept for understanding why and at what points the adapting of routines in schools in a specific situation takes a favorable or unfavorable direction. To address this gap, we propose extending theories on routines by considering theories on self-regulated and collectively regulated learning. We consider these theories to be a beneficial complement because of their broad theoretical, methodological, and empirical research base. We argue that these theories enhance the understanding of adapting routines to specific challenging situations in schools. We present a newly developed theoretical framework for dealing with specific challenging situations in schools as an interplay between routines and regulation processes. Finally, important research questions regarding the suggested approach are discussed.
Keywords
Adapting routines in schools, Challenging situation, Educational change, Self-regulated and collectively regulated learning, Theoretical framework
Subject (DDC)
370 - Erziehung, Schul- und Bildungswesen
Event
Exhibition start date
Exhibition end date
Conference start date
Conference end date
Date of the last check
ISBN
ISSN
1389-2843
1573-1812
1573-1812
Language
English
Created during FHNW affiliation
No
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Hybrid
License
Citation
MAAG MERKI, Katharina, Andrea WULLSCHLEGER und Beat RECHSTEINER, 2022. Adapting routines in schools when facing challenging situations. Extending previous theories on routines by considering theories on self-regulated and collectively regulated learning. Journal of Educational Change. 7 Juli 2022. Bd. 24, Nr. 3. DOI 10.1007/s10833-022-09459-1. Verfügbar unter: https://doi.org/10.26041/fhnw-4572