This study aimed to provide an empirical typology of a diffused school change movement in South Korea, known as the Hyukshin School movement. This movement has been diffused by a combination of bottom-up practices and top-down measures, employing a communitarian whole-school change strategy that promotes collaborative learning, students’ voices, and democratic decision-making. In this study, the extent of teacher agency and degree of transformation are used as key criteria in distinguishing various types of change practice. To provide this empirical typology, we focused on all 55 Hyukshin Schools (40 middle schools and 15 high schools) at the secondary level as of 2019 in Seoul. Researchers performed extensive data collection by conducting interviews, collecting artifacts, observing teaching practices in selected classrooms, and visiting teacher-reflection sessions. Following this analysis, we created an empirical typology that characterized variations in the implementation of Hyukshin Schools by categorizing the 55 schools in terms of substantial (n = 31), functional (n = 6), nominal (n = 13), and segmented (n = 5) change. In this study, we hoped to provide insights for those considering diffusion strategies to cultivate innovative schools by identifying the key relevant aspects of the different types of change practices.

这项研究旨在为韩国的一次散布的学校变革运动（称为Hyukshin学校运动）提供经验类型学。自下而上的实践和自上而下的措施相结合，传播了这一运动，采用了社区主义的全校变革策略，该策略可促进协作学习，学生的声音和民主决策。在这项研究中，教师代理的程度和转变程度被用作区分各种类型的变革实践的关键标准。为了提供这种经验类型，我们截至2019年在首尔集中了全部55所Hyukshin学校（40所中学和15所中学）。研究人员通过进行访谈，收集文物，观察选定教室中的教学实践来进行广泛的数据收集，以及参观教师反思会。经过此分析，我们创建了一种经验学类型学，通过对55所学校的实质性（n  = 31），功能性变化（n  = 6），标称变化（n  = 13）和分段变化（n  = 5）。在这项研究中，我们希望通过识别不同类型的变革实践的关键相关方面，为那些考虑采用扩散策略来培养创新学校的人们提供见识。