Holding Policy-Makers to Account: Exploring 'Soft' and 'Hard' Policy and the Implications for Curriculum Reform
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| Title: | Holding Policy-Makers to Account: Exploring 'Soft' and 'Hard' Policy and the Implications for Curriculum Reform |
|---|---|
| Language: | English |
| Authors: | Kennedy, Kerry J., Chan, Jacqueline Kin-sang, Fok, Ping Kwan |
| Source: | London Review of Education. Mar 2011 9(1):41-54. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Curriculum Development, Educational Practices, Educational Change, Foreign Countries, Teacher Attitudes, Governance, Case Studies, Program Implementation, Educational Policy, Accountability, Academic Achievement, Models |
| Geographic Terms: | Hong Kong |
| DOI: | 10.1080/14748460.2011.550433 |
| ISSN: | 1474-8460 |
| Abstract: | Curriculum implementation as both an educational practice and a policy conundrum has been the focus of academic research since the 1970s. A new perspective is taken in this article by borrowing from the literature on policy implementation in multilevel systems of government. The concepts of "hard" and "soft" policy are used to show that policy-makers choose from a range of strategies and it is these choices rather than teacher attitudes that may account for the level of implementation of a policy. A case study of curriculum implementation in Hong Kong is used to show how "hard" and "soft" policy can be identified in practice. (Contains 3 tables.) |
| Abstractor: | As Provided |
| Number of References: | 47 |
| Entry Date: | 2011 |
| Accession Number: | EJ917772 |
| Database: | ERIC |
| Abstract: | Curriculum implementation as both an educational practice and a policy conundrum has been the focus of academic research since the 1970s. A new perspective is taken in this article by borrowing from the literature on policy implementation in multilevel systems of government. The concepts of "hard" and "soft" policy are used to show that policy-makers choose from a range of strategies and it is these choices rather than teacher attitudes that may account for the level of implementation of a policy. A case study of curriculum implementation in Hong Kong is used to show how "hard" and "soft" policy can be identified in practice. (Contains 3 tables.) |
|---|---|
| ISSN: | 1474-8460 |
| DOI: | 10.1080/14748460.2011.550433 |
