Curriculum implementation exploratory studies: Final report

Throughout the history of schooling in New Zealand the national curriculum has been revised at fairly regular intervals. Consequently, schools are periodically faced with having to accommodate to new curriculum. In between major changes other specifically-focused changes may arise; for example, the increased recent emphasis upon numeracy and literacy

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

The Factors That Influencing Curriculum Implementation in Sport Class of Public Senior High School I of Sewon, Bantul

Education is process that aims to produce competent graduates. A learning plan which is famous as curriculum is needed to produce competent graduates. Curriculum described as all materials and all experiences that provided to students during doing education process in school. The process to serve all the materials and also experiences to the students called curriculum implementation. The better quality of curriculum implementation, the better quality of school graduates. Therefore, the factors that influence curriculum implementation need to identified. For getting data about the factors that influence curriculum implementation, the author was conducted a qualitative study at sport class in The Public Senior High School I of Sewon, Bantul. This paper present the result of the study that the inhibiting factors of curriculum implementation include: the low of teacher commitment and the uniqueness of sport class student’s characteristics. Meanwhile, the supporting factors of curriculum implementation includes: the teacher’s competence, the teacher’s commitment, the courage of sport class students, and the collaboration between teacher and students.     Keywords: curriculum implementation, supporting factors, inhibiting factors, sport clas

The Role of School Quality Assurance in Improving Curriculum Implementation in Secondary Schools in Tanzania

The purpose of the study was to assess the role of school quality assurance in improving curriculum implementation in secondary schools in Tanzania. Specifically, the study intended to determine strategies used by SQAs to enhance secondary school curriculum implementation and examined the usefulness of school quality assurance reports in improving secondary school curriculum implementation. The study employed a cross-sectional descriptive design to collect data from 166 respondents using interview guides, questionnaires and documentary review. The study reveals that: SQAs insisted on the use of academic documents as well as conducting internal school quality assurance as the strategies to improve curriculum implementation and the SQA report gives an overall picture of the position of the school in the aspects of curriculum implementation. It was concluded that SQAs play a great role in ensuring proper implementation of the curriculum in schools, however, SQA alone could not be an adequate factor for improving curriculum implementation. Keywords: school quality assurance, curriculum implementation DOI: 10.7176/JEP/12-2-10 Publication date: January 31st 202

Best Practices in Curriculum Implementation Through the Experiential Learning Cycle

The aim of teaching is to learn, and more importantly to relate what is learnt with real world experience. Therefore, this paper explores best practices for curriculum implementation using the experiential learning cycle for effective classroom interactions. It discusses: the curriculum; the curriculum implementation; experiential learning cycle to show the impact of Engagement, Exploration, Integration; evaluation to enhance classroom interactions; how can the experiential learning cycle support curriculum implementation; benefits of curriculum implementation

Striving Towards Efficient Curriculum Implementation

As an Early Learning Mentor Coach for a non-profit organization, my job is to ensure proper implementation of our curriculum within the classroom in order to be in compliance with our grant agreements. Through this process, I had to think of a way to support teaching staff and help them be successful without adding extra stress or hours to their workdays. Whether this was to be done through a binder, a reflection checklist, or a website, I needed to come up with something that was efficient, effective, and convenient for the teachers

Barriers to Effective Curriculum Implementation

An administration of a private school located in the south reported the problem of a lack of curriculum fidelity to a new phonics program, which created a need to identify barriers preventing full curriculum implementation. Using the concerns-based adoption model (CBAM) as the conceptual framework, this qualitative case study identified concerns and barriers teachers report when implementing a new curriculum and used the. Data were collected from 10 participants (8 teachers and 2 administrators) through a questionnaire, interviews, and observations. Participants were interviewed to identify any barriers experienced with curriculum fidelity of a new phonics program. Teachers were observed to determine which components of the curriculum were present in or omitted from their lessons. Participants completed a questionnaire to determine their levels of concern when asked to implement a new curriculum. Results indicated that teachers required additional information before the expected implementations occur and an understanding of demands on their personal time. Common themes showed a desire for professional development (PD), peer-collaboration, and access to curriculum resources, which served as the basis for the project. The resulting project integrated PD to address concerns connected to reoccurring themes. Implications for social change include change at a systematic level by providing administrators with data to support teachers during curriculum changes and substantiation for the benefits of understanding concerns prior to a change for improving curriculum fidelity

Curriculum Implementation and Culture in Tertiary Institutions as a Tool for Sustainable Development

This paper discussed how curriculum implementation and culture in tertiary institutions in Nigeria will enhance sustainable development using secondary data. It also reviewed   curriculum implementation in relation to the culture of the environment, tertiary institutions and assessment techniques, challenges of curriculum implementation in tertiary institutions, learning outcome, and sustainable development. The paper concluded that curriculum implementation enhance the aims of the education. Recommendations that qualified teachers should be employed for them to impact the real knowledge to the students, the materials needed by the institutions should be provided at the right time for proper implementation of the curriculum, there should be societal awareness on the importance of education that reflects the culture of the immediate environment among others. Keywords: curriculum implementation, culture, examination malpractice, tertiary institutions and Sustainable Developmen

Reformulasi Keyakinan Guru Dalam Implementasi Kurikulum

This paper aims to provide another alternative perspective on teachers\u27 beliefs towards curriculum implementation. This study focuses on the essence of teacher\u27s belief in the curriculum implementation. It also gives attention to the reformulation approach of teacher belief. Based on literatur review, it reveals that the curriculum needs not only competent teachers but also positive beliefs teacher about the curriculum. Attention to the reformulation of teacher beliefs still in a peripheral and subordinate in praxis of curriculum development. Policy makers still in mainstreaming to develop teacher capability related to technical competence and procedural instruction. In fact, a number of researchers dictate that teacher beliefs significantly contribute to the success of the curriculum implementation. This literatur review concluded that teachers beliefs about the curriculum, academic climates, and interaction with learners are detrimental to the curriculum implementation. New beliefs and conceptions are at the heart of implementation. Reformulation of teacher beliefs requires a personalized approach to change and direct it positively to contribute to curriculum implementation

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