View in EDS

Teachers' Responses to Curriculum Policy Implementation: Colonial Constraints for Curriculum Reform

Saved in:
Bibliographic Details
Title: Teachers' Responses to Curriculum Policy Implementation: Colonial Constraints for Curriculum Reform
Language: English
Authors: Chan, Jacqueline Kin-Sang
Source: Educational Research for Policy and Practice. Jun 2010 9(2):93-106.
Availability: 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
Peer Reviewed: Y
Physical Description: PDF
Page Count: 14
Publication Date: 2010
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Curriculum Development, Educational Change, Teaching Methods, Accountability, Professional Development, Teacher Education, Case Studies, Academic Achievement
DOI: 10.1007/s10671-010-9082-5
ISSN: 1570-2081
Abstract: 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.
Abstractor: As Provided
Entry Date: 2010
Accession Number: EJ891195
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ891195
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Teachers' Responses to Curriculum Policy Implementation: Colonial Constraints for Curriculum Reform
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Chan%2C+Jacqueline+Kin-Sang%22">Chan, Jacqueline Kin-Sang</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Research+for+Policy+and+Practice%22"><i>Educational Research for Policy and Practice</i></searchLink>. Jun 2010 9(2):93-106.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: PhysDesc
  Label: Physical Description
  Group: PhysDesc
  Data: PDF
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2010
– Name: Audience
  Label: Intended Audience
  Group: Audnce
  Data: Teachers
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10671-010-9082-5
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1570-2081
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2010
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ891195
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ891195
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10671-010-9082-5
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 93
    Subjects:
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Accountability
        Type: general
      – SubjectFull: Professional Development
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
    Titles:
      – TitleFull: Teachers' Responses to Curriculum Policy Implementation: Colonial Constraints for Curriculum Reform
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Chan, Jacqueline Kin-Sang
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2010
          Identifiers:
            – Type: issn-print
              Value: 1570-2081
          Numbering:
            – Type: volume
              Value: 9
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Educational Research for Policy and Practice
              Type: main
ResultId 1