Implementation Of Curriculum Innovation Research Articles

The hidden curriculum and its role in curriculum innovation implementation

The hidden curriculum comprises unspoken or implicit values, behaviors, procedures, and norms in an educational setting. This can be an alternative to empowering attitudes, values, ​​and non-cognitive skills, for example, politeness, honesty, hard work, cooperation, and tolerance in students during the implementation of curriculum innovations.. An alignment between the intended/official curriculum innovation implementation and the implemented curriculum innovation encourages the positive manifestation of the hidden curriculum. Negative manifestation of the hidden curriculum due to misalignment between intended/official curriculum innovation implementation and the implemented curriculum innovation makes the envisaged change through curriculum innovation implementation elusive, like a mirage that can never be caught. This paper critically discusses how the hidden curriculum may promote or hinder successful curriculum innovation implementation. Implications of the hidden curriculum to curriculum innovation implementation are also discussed.

When Teacher Autonomy Meets Management Autonomy to Enhance Learner Autonomy

AbstractDeveloping learner autonomy (LA) requires a shift of control from teachers to students. This development also relates to teacher autonomy (TA), which requires school managers to relinquish some degree of their own autonomy (MA) to teachers. Thus, a problem arises: how can the three levels of control-shifts co-exist and survive in harmony, and ideally, thrive each in its own way? Based on a recent case study, this paper aims to explore the complexity of the dynamic interaction between these three types of autonomy within an educational hierarchy. The study was conducted in a Chinese secondary school which was promoting whole-person development through a comprehensive innovation project. The participants comprised nine English teachers, the executive director, and the principal. Data collection methods included interviews, observations, and post-lesson discussions. Three issues are addressed in this paper: the principal ’s perceptions of LA, a classroom instruction model to cultivate LA, and a teacher training scheme to facilitate TA. The findings display a complex picture of these issues, and imply the importance of a genuine, shared understanding of the nature of autonomy and the need to carefully ensure the optimal balance among the three types of autonomy in the design and implementation of curriculum innovations.

Educators’ Preparedness and Implementation of Foundations for Learning Campaign in Foundation and Intermediate Phases in the uThungulu District, KwaZulu-Natal

ABSTRACTThis study examined the efficacy of the implementation of the national curriculum innovation, Foundations for Learning Campaign in schools in uThungulu District, in the province of KwaZulu-Natal, South Africa. The researchers assessed the level of preparedness of educators in their teaching of basic skills in the classroom and identified gaps in the dissemination and implementation of this curriculum innovation. The paper targeted foundation and intermediate phase teachers from grades 1 to 6 who taught languages and mathematics, and the sample of 120 was purposefully selected as they were the focus of the campaign. Qualitative and quantitative methods were employed to collect data, through the use of a questionnaire. The findings revealed that the majority of educators in the sample were inadequately equipped with the necessary skills and expertise to implement the Foundations for Learning Campaign. Since teachers are the key role players in any curriculum implementation process, the researchers r...

The quest for quality education: the case of curriculum innovations in Kenya

Purpose – The paper sets out to analyse the quality education curriculum innovations that have been implemented in Kenya since independence in 1963. The purpose of the analysis is to assess the success and or failure of the innovations and determine the lessons learned that can inform future design and implementation of curriculum innovations designed to improve the quality of education. Design/methodology/approach – This was a desk review of curriculum policy documents and related research literature. The documents analysed included various education commission reports produced by education commissions, committees and task forces appointed to inquire into education and make recommendations to government; primary school syllabuses and related research literature. Findings – The review has revealed that the curriculum innovations recommended and implemented in Kenya have targeted the attainment of the goals of individual and national economic development; national identity and unity; socio-cultural, moral and ethical development; cognitive development and globalization; and psycho-social skills development. Many of the innovations have not been implemented effectively. Impediments to effective implementation have included hasty implementation, limited in-service training for teachers, inadequate ongoing professional support for teachers, and inadequate resources. Research limitations/implications – Achieving effective curriculum innovation is not easy. It requires greater participation in curriculum decision making, patience in training those in various levels of the curriculum implementation process and enormous resources. Originality/value – In adopting content analysis as a methodology, the paper constitutes a unique contribution to the study of curriculum innovation in Kenya.

A case study of teachers’ implementation of curriculum innovation in English language teaching in Turkish primary education

This article reports a 2-year case study (2003–2005) on teachers’ instructional practices, and the impact of teacher understandings and training upon the teachers’ implementation of the Communicative Oriented Curriculum (COC) initiative in the context of a major curriculum innovation in teaching English to young learners in Turkish state schools. Using multidimensional qualitative research procedures, comprising classroom observations, teacher interviews and lesson transcripts, a picture is developed of how 32 teachers implemented COC. Results showed that teachers’ instructional practices ranged along the transmission and interpretation teaching continuum, and teachers’ understandings and their prior training had an impact on the extent of their implementation of the curriculum initiative. The study highlights the need to provide continuous teacher training and teacher development opportunities, particularly during the critical first few years of the innovation process to promote the implementation of curriculum innovation in Turkish primary education.

The effect of teachers' sociological understanding of science (SUS) on curricular innovation

Science education reform initiatives advocate incorporating more accurate portrayals of science in the high school classroom that attend to science in its larger social context. However, conveying such understandings will require teachers to possess new knowledge about how science is practised. This paper reports research that investigated the effect of teachers' sociological understanding of science (SUS) on their design and implementation of curriculum innovations. It concludes that teachers' SUS level strongly influences their ability to innovate; knowledge about science is necessary, but not sufficient, for sociologically informed curricula.

Learning technology through a process approach: The implementation of curriculum innovation through the pragmatic interventions of the teacher

The paper focuses on the practice of technology education in eight secondary schools in the north east of England. It illustrates that whilst ‘Technology’ has been defined in terms of ‘process’ the attempts to teach technological understanding solely through a similar model may not be the most effective method. In their quest for achievement for their pupils, teachers are adept at circumventing educational ideals by devising strategies and methodologies (in most cases subconsciously) which produce end results that satisfy their pupils, and also examination bodies, but may negate more reflective objectives. These approaches are not merely an attempt at obtaining easily gained acclaim but may be symptomatic of deeper rooted beliefs and ideals. The conclusions are based on a survey of published work as well as on the results of ethnographic research which appraised the practice of a sample of teachers in their handling of key points in this process approach.

Processes in an examination-linked, teacher-based curriculum innovation in secondary education

This study centres on an investigation of one example of grassroots curriculum innovation: the implementation by teachers of CSE Mode III examinations in physical education in one examination board. The aim was to identify the important processes, particularly those related to the teacher, operating in the development and implementation of curriculum innovation. The method adopted was a case study using participant observation techniques. A modified subjectivist orientation allowed appropriate strategies to be developed to analyse documents and proceedings of informal contacts and meetings with examination board officials and teachers, and formal interviews with teachers. Implementing the examination course resulted in major modifications to the physical education curriculum and teacher's role. In addition, system standardization associated with a developing national climate of accountability began to be imposed. Mainly because of this and the effects of economic restraints and falling pupil rolls, a plateau was reached in the number of schools implementing the courses. Despite the growing constraints and reduced teacher autonomy the commitment and personal career satisfaction of some teachers has been maintained. The gratification gained from teaching exceptionally responsive pupils and the excitement stemming from involvement in curriculum innovation were identified as being significant rewards for developing and implementing the course. Four categories of response to the implementation experience and increasing standardization were identified: acceptance, accommodation, retreat and alternative outlet. The conclusions are that open systems based on process principles should be encouraged in the implementation of curriculum innovation, particularly with changes currently being proposed for examination linked, teacher based developments at 16+ and in vocational preparation courses. This implies broadening examiners' perspectives to be more sympathetic to subjective, interactive procedures, and improving teacher education in the principles and practices of assessment in order to manage the flexibility effectively.

The external consultant and curriculum change strategies

The general purposes of the study were (1) to identify and quantify specific, observable activities that occur during formally scheduled visits by curriculum consultants; (2) to determine which consultant behaviors were related to successful implementation of curriculum innovations; (3) to provide substantive data documenting the implementation and outcomes of a particular innovation; and (4) to alert change agents who utilize consultant service to some of the problems inherent in developing effective roles for curriculum consultants.