ERIC Number: ED457125
Record Type: Non-Journal
Publication Date: 1999-Dec
Reference Count: N/A
Curriculum Reform in New Zealand: What Is Really Being Done and Is It Worth the Trouble?
This study of seven diverse New Zealand elementary and secondary schools explored specific and cumulative effects of school reform related to the New Zealand Curriculum Framework, which established an overall vision for reform, identifying seven core learning areas and other essential skills for students to develop. Researchers interviewed principals, teachers, and Board of Trustees' members, examining the impact of the curriculum and associated assessment reforms on various aspects of their and their students' work. Respondents unanimously agreed that the impact of Curriculum Framework reforms was tremendous, affecting their workload, programs, planning, assessment, and professional development. Respondents were generally supportive of the need for curriculum reform and positive about the Curriculum Framework. Significant changes in school programs followed the introduction of each new curriculum document. Respondents described certain patterns which improved practice, and therefore student learning. Patterns included increased detail in planning, programs, assessment, recording, and reporting; linkage from the curriculum documents to planning, programs, resources, teaching, assessment, and reporting to parents; development of more schoolwide structures to curriculum coverage and assessment than in the past; and more focus on individual student needs. Respondents reported a continuing preoccupation with assessment. (Contains 30 references.) (SM)
Descriptors: Administrator Attitudes, Curriculum Development, Educational Change, Elementary Secondary Education, Foreign Countries, Student Evaluation, Teacher Attitudes, Teaching Methods
For full text: http://www.aare.edu.au/99pap/man99262.htm.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand