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

The use of innovation and practice profiles in the evaluation of curriculum implementation

Most generic curriculum reform efforts have to deal with a gap between the innovative aspirations of the initial designers and the daily reality of the intended audience of teachers. That tension is not alarming in itself. One might even say that without it no compelling reason for starting development work would exist. Unfortunately, many evaluation studies on the implementation and impact of curriculum development projects show that this discrepancy does not decrease over time. Apparently, not much improvement is made in detecting and reducing potential implementation problems.\ud This article presents some conceptual and instrumental guidelines for dealing with these problems, focusing on the use of `profiles¿ during evaluation of curriculum materials.\ud The paper starts with an introduction on the functions of exemplary curriculum materials and their possible representations, on the long road from original designers¿ ideas to effects of student learning. Next, we will explain the concepts of innovation and practice profiles. We will then provide guidelines for the development and use of such profiles, based on previous research experiences, and illustrated with some specific examples. Finally, we will reflect on the advantages and limitations of working with profiles

The integration of computer use in education

There is an increasing awareness that disappointing experiences with the introduction of computers in education are a consequence of insufficiently taking into account factors that are crucial when introducing change in educational settings. Many of the problems in the literature show great similarity with the kind of problems often experienced in curriculum implementation. In this context the endeavors to make computer use an integrated part of classroom activities are analyzed. Emphasis will be laid on the interaction between teachers and courseware; elements for a more effective strategy for the integration of computer use in educational practice will be presented, with special attention to the design of support materials as an essential part of courseware