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ERIC Number: ED421767
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 36
Abstractor: N/A
Reference Count: N/A
Rethinking Curriculum Implementation: Paradigms, Models, and Teachers' Work.
Cho, Jeasik
The paper looks at traditional curriculum implementation strategies, claiming that they have been divided into two polarized perspectives: fidelity implementation and adaptive implementation. These two implementation perspectives have dominated contemporary curriculum textbooks. The paper suggests that curriculum implementation as a field of study should relinquish the notion of the fidelity perspective and should create a new constellation where the role of the teacher can be realistically constructed in light of whose authority is of most importance within the classroom. It proposes another perspective, the enactment perspective, where teachers and students create meaning in the classroom. The text describes three paradigms--positivism, postpositivism, and constructivism--in order to compare and contrast the basic assumptions of each perspective. The paper examines in detail the enactment perspective in order to discover an alternative method of professional development, claiming that the teacher-as-member-of-classroom-community is likely to provide both the teacher and the students with enhanced educational growth. (Contains 80 references.) (RJM)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A