ERIC Number: ED330071
Record Type: RIE
Publication Date: 1991
Reference Count: N/A
Paths to New Curriculum.
Clem, Stephen C.; Wilson, Z. Vance
After acknowledging the complexity and importance of curriculum change, this document offers suggestions for involving students, parents, board members, and graduates in curriculum review. Information on empowering teachers, promoting growth in all adults, and encouraging collaboration is provided as well as necessary steps in curriculum review. School culture, characteristics of successful schools, and existing barriers to curriculum change are examined, and suggestions to overcome barriers to change are offered. Also discussed are time management and scheduling for curriculum review; the value of educational research; strategies for pursuing individual and school learning; and the difference between content agenda and skill agenda. In addition, a series of clarifying exercises for curriculum reviews focused on the internal workings of the school or on outside resources are provided and the hidden and null curricula are explored. Last, a sample process and specific questions for curriculum review are presented that address the following steps: (1) seeing the need for change; (2) getting started; (3) identifying the existing curriculum; (4) researching; (5) setting goals; (6) implementation; and (7) evaluation. Forty-eight written resources, 23 professional contacts and 12 government-associated contacts are appended. (CLA)
Descriptors: Curriculum Development, Curriculum Evaluation, Educational Development, Educational Environment, Educational Planning, Elementary Secondary Education, Hidden Curriculum, Participative Decision Making, Private Schools, Problem Solving, Resistance to Change, School Effectiveness
Publications, National Association of Independent Schools, 75 Federal Street, Boston, MA 02110 (Stock No. SC/44: $20.00 plus $2.00 shipping and handling; quantity discounts).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Policymakers; Practitioners
Authoring Institution: National Association of Independent Schools, Boston, MA.