Abstract
ABSTRACTThe term school-based curriculum development (SBCD) implies that teachers are to innovate and customize school curricula according to their local needs. This also means that SBCD requires co-constructive work among schools’ key stakeholders in the school curriculum development process. While much work has made known on SBCD in Western contexts, much less is known in non-Western contexts. This paper reports on key findings pertaining to SBCD drawn from a case study of a primary school in Singapore. Singapore makes for an interesting case as education policymakers encourage schools to innovate their curriculum yet maintaining a steep culture of academic achievement and control over standards across schools. The study involved data collection from non-participant observations of classroom lessons, teacher group meetings, and focused group discussions. A salient finding that had emerged from the study is that the societal value for pragmatism underpins the processes of SBCD.
Published Version
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