Sensemaking, sense-breaking, sense-giving, and sense-taking: How educators construct meaning in complex policy environments

Noa Rom; Ori Eyal

doi:10.1016/j.tate.2018.11.008

Sensemaking, sense-breaking, sense-giving, and sense-taking: How educators construct meaning in complex policy environments

Noa Rom^*, Ori Eyal

^*Corresponding author for this work

Department of Education

Research output: Contribution to journal › Article › peer-review

27 Scopus citations

Original language	English
Pages (from-to)	62-74
Number of pages	13
Journal	Teaching and Teacher Education
Volume	78
DOIs	https://doi.org/10.1016/j.tate.2018.11.008
State	Published - Jan 2019

Bibliographical note

Funding Information:
The authors would like to thank the Spencer Foundation for generously supporting this research. They would also like to thank the reviewers of this paper for their valuable suggestions and comments. Finally, Noa Rom is grateful to the Azrieli Foundation for the award of an Azrieli Fellowship.

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10.1016/j.tate.2018.11.008

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author = "Noa Rom and Ori Eyal",

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Sensemaking, sense-breaking, sense-giving, and sense-taking: How educators construct meaning in complex policy environments

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