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

Research output: Contribution to journalArticlepeer-review

27 Scopus citations
Original languageAmerican English
Pages (from-to)62-74
Number of pages13
JournalTeaching and Teacher Education
StatePublished - 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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