NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ891195
Record Type: Journal
Publication Date: 2010-Jun
Pages: 14
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1570-2081
Teachers' Responses to Curriculum Policy Implementation: Colonial Constraints for Curriculum Reform
Chan, Jacqueline Kin-Sang
Educational Research for Policy and Practice, v9 n2 p93-106 Jun 2010
A new approach to curriculum and implementation in a new era normally requires schools and teachers to take more responsibility for student learning. This might present a challenge at any time, particularly when teachers have been used to more directives and less professional approaches to curriculum implementation. In order to meet such a challenge, a new approach to curriculum policy, namely "soft" policy, was used by policy-makers to implement curriculum reform. With the provision of substantial resources, it was expected by the policy-makers that schools and teachers would have better opportunities to develop themselves professionally and manage the new changes effectively. However, such a view misread the situation because the historical trend and present situation of teachers' professional development were overlooked. This paper uses case studies of schools and teachers involved in the current reforms to show how teachers and schools implemented the reform process. The cases demonstrate how reforms were understood at the local level and the extent to which it could be claimed that implementation had taken place.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A