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ERIC Number: EJ760097
Record Type: Journal
Publication Date: 2005-Mar
Pages: 24
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0022-4308
Relationships between the Constructs of a Theory of Curriculum Implementation
Rogan, John; Aldous, Colleen
Journal of Research in Science Teaching, v42 n3 p313-336 Mar 2005
Planned educational change occurs regularly throughout the world. With the enormous political change the 1994 elections brought to South Africa, a complete change in education policies was called for. The new Curriculum 2005 (C2005; Department of Education, RSA, [1997]) embraced new teaching and learning approaches such as outcomes-based education and learner-centered teaching practices. To explore the progress of the implementation of C2005, a theoretical framework specifically designed to elucidate curriculum implementation in developing countries was applied to 10 case studies. The framework consists of interrelating constructs with subconstructs which impact on curriculum implementation. It enables one to look at the levels of implementation achieved both in terms of the capacity of the school and the extent to which outside support and pressure is provided. The case studies were carried out in a representative sample of schools in Mpumalanga, one of the nine South African provinces. The aim of this article is to investigate the possible interrelationships of the constructs and the subconstructs. Some predictable relationships emerged from the data while other expected relationships failed to materialize.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa