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ERIC Number: ED469455
Record Type: Non-Journal
Publication Date: 2000-Jan-5
Pages: 20
Abstractor: N/A
Reference Count: N/A
Muddling through School Reforms: A Case Study of How Curriculum Innovation Became a Driving Force behind Quality Schooling.
Tam, Frank Wai-ming; Szeto, Jessie Nin-choi
The purpose of this paper is to use the case-study approach to look at how a secondary school endeavors to improve its quality by introducing a new subject curriculum in its junior section. The innovation has proven to be a success, but the entire process has been both painful and enjoyable. It was found that to introduce the new curriculum, the principal and the chairperson of the subject department had to tackle a number of problems. These included poorly adjusted and poorly equipped students and a demoralized faculty used to a teacher-centered approach. The results of the study show that curriculum innovation is a complex process, and sometimes clear goals and carefully formulated implementation plans are not the best strategies. Results also suggest that the administration needs to create a proper environment before a reform or innovation is carried out. The results further demonstrate that interest in learning is still the heart of quality education, even with poorly adjusted and poorly equipped students. Finally, the results support an important principle behind the current school-based management reform: that any innovation in teaching and learning needs to be worked out by the people within the particular culture and political system of a school. (Contains 20 references.) (WFA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong