Primary and secondary teachers shaping the science curriculum : the influence of teacher knowledge

This thesis reports on how primary and secondary teachers' knowledge influenced the implementation of a Year 1-10 science syllabus which was introduced into Queensland in 1999. The study investigated how the teachers' knowledge of the primary and secondary teachers differed and how teachers' knowledge impacted on the implementation of the science curriculum. Teacher knowledge otherwise referred to as teacher beliefs and practices has been acknowledged as an influence in the implementation of curriculum. Yet, a considerable portion of curriculum evaluation has focused on measuring the successful implementation of the intended curriculum and not the enactment. As a result, few studies have investigated how the curriculum has been influenced by teacher knowledge or have compared primary and secondary teacher knowledge. Furthermore, in order to provide a seamless grade one to ten science syllabus it is necessary to compare primary and secondary teacher beliefs and practices to determine whether or not the beliefs and practices held by these two groups of teachers is similar or dissimilar and how these beliefs and practices in turn, impact on the implementation of a curriculum. The research adopted Eisner's (1991) methodology of educational criticism and used a comparative case study approach to investigate the teacher knowledge of four primary and three secondary teachers. Data were presented as a dialogue between three composite characters, a lower primary, a middle/upper primary and a secondary teacher. The results revealed that teachers utilised three sets of beliefs to shape the implementation of the science curriculum. These were categorised as expressed, entrenched and manifested beliefs. The primary and secondary teachers did possess similar sets of beliefs and knowledge bases but their strategies for implementation in some instances were different. Furthermore, these sets of beliefs and knowledge bases served as motivator or an inhibitor to teach science in the manner that they did. A theoretical model was developed to explain how these sets of beliefs influenced the curriculum. This study provides professional developers with a framework to observe teacher beliefs in action and thereby to assist in the facilitation of curriculum change

Curriculum 2000: implementation

This report offers a summary of findings of Ofsted’s survey work on the first two years of Curriculum 2000. The judgements are based on visits by eight of Her Majesty’s Inspectors (HMI) and 16 additional inspectors (AI) during 2000–2001, and by 13 HMI and 12 AI during 2001–2002. They made visits to a sample of 100 secondary maintained schools and 10 independent schools in England (see annex A). From September 2001, the introduction of Curriculum 2000 in further education and sixth form colleges was monitored by full inspections carried out by Ofsted. A total of eight subjects were tracked at advanced subsidiary (AS) and advanced level (A2) General Certificate of Education (GCE): mathematics, English, modern foreign languages, business, art and design, biology, geography and physics and three subjects for the Advanced Vocational Certificate of Education (AVCE): business studies, art and design, and health and social care

Inhibiting factors affecting teachers’ implementation of the KBSM (revised) English language curriculum

This paper aims to discuss teachers’ degree of implementation of the KBSM (Revised) English Language Curriculum, introduced in 2003. It also sets to highlight the inhibiting factors that had impeded teachers’ implementation of the Skills Specifications or activities suggested in the Huraian Sukatan Pelajaran (HSP) Bahasa Inggeris Tingkatan Empat of the new curriculum. Firstly, the author finds that about 60 percent of the teachers obtained only a medium degree of implementation for 18 out of the 22 Skills Specifications. Secondly, the author concludes that among the prominent factors that had inhibited teachers’ implementation of the KBSM (Revised) English language curriculum in Malaysian classrooms were too many components of the new curriculum, hence leading to lack of understanding of the curriculum, lack of in-service training, time constraints and finally inadequate and irrelevant teaching materials

Technology education in New Zealand

Technology is one of the seven essential learning areas included to achieve the knowledge and understanding that all New Zealanders need to acquire (Ministry of Education, 1993). Responsibility for the implementation of these curricula rests with schools which have flexibility in making implementation decisions. Within the national curriculum framework, all curriculum statements must reflect the principles of the national curriculum framework, specify clear learning outcomes against which students’ achievements can be assessed, have learning outcomes or objectives defined over eight progressive levels, and be grouped in a number of strands. The national curriculum framework’s principles relate to learning and achievement, development of school programs, and aspects of social justice and equity

Supporting chemistry teachers in implementing formative assessment of investigative practical work in Botswana

With the assumption that exemplary curriculum materials have the potential to serve as an effective support for teachers implementing an innovative curriculum reform, this study was initiated in September 1999. Its aim was to investigate the characteristics of BGCSE exemplary curriculum materials (consisting of a teacher guide and students' materials) meant to support teachers in the implementation of formative assessment of investigative practical work in Form 4 upper secondary chemistry classes in Botswana. The study was guided by the following research question: How can exemplary curriculum materials support senior secondary chemistry teachers in Botswana with the implementation of formative assessment of student investigative practical work

The context of contemporary curriculum change.

The aim of this paper is to provide an introduction to the broad field of curriculum change, with the focus being on school curriculum. The first part of the paper provides a brief overview of curriculum change in New Zealand at the national level. In the early years of a state system of schooling, curriculum revision was highly centralised, giving way in recent decades to a wider involvement of stakeholders. The second part examines how national curriculum implementation in schools involves input from the state and schools; in particular, reference is made to a greater emphasis upon school-based curriculum development. It is argued that to achieve greater teacher involvement in school-level decisions, ongoing professional development of teachers is necessary

A philosophical anchor for creating inclusive communities in early childhood education: anti-bias philosophy and Te Whāriki: Early childhood curriculum.

The basic premise of this paper is that inclusion in early childhood education in Aotearoa New Zealand is a worthy focus of early childhood education curriculum and that an anti-bias philosophy assists in developing curriculum that is inclusive. It is claimed that the early childhood curriculum in Aotearoa New Zealand is an emancipatory one, and arguments for activism and anti-bias principles in support of curriculum implementation are made. Drawing on anti-bias principles, the current curriculum statement (Te Whāriki: Early Childhood Curriculum) is examined to ascertain what support for anti-bias foci exists. Teaching strategies based upon discussion, critical thinking and an awareness of diversity themes/difference are considered in support of active anti-bias work in early childhood education

Evaluation of the implementation of curriculum materials for civics in the Netherlands

Discusses a study evaluating the implementation of curriculum materials for civics in the Netherlands. Pedagogical principles aimed at increasing students' social commitment; Central research question; Exploration of broad context for implementation; Actual use of teaching packages by teachers

Arts curriculum implementation: Adopt and adapt as policy translation

This paper examines macro, meso and micro understandings of policy enactment within Western Australian primary school arts education where a new national arts curriculum is being revised and implemented through a process colloquially known as ‘adopt and adapt’. This paper focuses on how a government led implementation policy has influenced arts teaching and learning in unintended ways. It Includes a theoretical reflection and a consideration of the effects of such policies. Using policy enactment theory as the enquiry lens, four contextual variables are highlighted for their impact on teachers and schools. The variables include situated contexts, material contexts, professional cultures and external factors. Effects are discussed through the perspectives of eleven arts curriculum leaders drawn from in-depth semi-structured interviews. Marginalisation of the arts, the disconnection of schools and teachers to the arts and professional learning impacts are discussed as results of this policy translation