van den Akker, Jan

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University of Twente Research Information

seEuropean ConferenceonEducational ResearchBOOK OFSUMMARIESVolume 1University of TwenteThe NetherlandsJune 22 - 25, 1992ICOLOFONEditors:Tjeerd PlompJules PietersAndries FeterisEditorial assistance:Harmen AbmaJeroen BremanConny de KoningOlivia KramersRenate SchraaCover:Hanna SnijderPrint:DuoprintUniversity of TwenteDepartment of EducationP.O. Box 2177500 AE EnschedeISBN 90-365-0534-8Copyright CO 1992 by Department of Education, University of Twente4SEARCHING FOR MORE EFFECTIVE CURRICULUMDEVELOPMENT STRATEGIESJan van den Akker, University of Twente, Department ofEducation, Enschede, The NetherlandsIntroductionSince 19R8 we have been engaged In collaborative research activities aimed atincreasing the effectiveness of professional curriculum development In our country(The Netherlands). Several stages in this endeavour can be discerned:A preliminary study (problem analysis; conceptualization) [1988-1989].Retrospective case studies of 18 completed development projects [1989-1990].Devising promising procedural guidelines for the design, construction, evaluation,and implementation of curriculum plans and materials [1990-1992].Systematic, empirical validation and refinement of those guidelines [1992-7].This symposium will deal with the rationale for and Vie preliminary outcomes ofthis research in progress.Perspective and framework for the researchThe organization of curriculum development in the Netherlands reflects thegeneral educational policy of balancing between central regulations and decentralautonomy. The National Institute I, nurrIculwri Development (SLO) publishescurricular plans and materials that have only an exemplary, not an obligatory,status. Everyone is free to use these products and to adapt them to their ownsituation and needs. This agreement has been made for political reasons(constitutional freedom of education), but also because of economical (relationwith educational publishers) and innovative (stimulation of active use) arguments.In terms of Walker (1979, 1990), one can characterize the organizationas aiming at interaction between 'generic' curriculum development by a center(SLO) and 'site specific' activities by schools and teachers, while also various'intermediairy' organizations (e.g. educational publishers, inservice traininginstitutes) play an important role.The SLO, in operation since 1976, has carried out dozens of curriculumdevelopment projects for (subjects in) primary, secondary, vocational, and adulteducation. In recent years there was a growing concern about the lack of reliableand systematic knowledge of the development strategies that actually have beenused in the past. This was seen as an obstacle to learn from previous experiencesand to improve the professional methods, procedures, and techniques forcurriculum development. The need for this improvement was strengthened by the189results of several evaluation studies on the impact of SLO projects that raisedserious doubts about tho effectiveness of the development activities.These concerns have led to this series of studies, starting with a preliminaryanalysis of SLO policies and practices and an extensive study of the internationalliterature on curriculum development strategies. This resulted in a first report (vanden Akker, Boersma & Nies, 1989) that included a conceptual framework for thestudies, Authors like Connelly (1978) and Schaffarzick (1975), discussing thegeneralization problems of research (usually case studies) on curriculumdevelopment strategies, urged the formulation of such a conceptual framework.This framework (specifying activities within several core components of curriculumdevelopment like: orientation and foundation; design and construction; evaluationand revision; diffusion and implementation) has guided the data collection andanalysis in the case studies. It is also useful in the current efforts to devise and testmore effective strategies for components of the development work.The retrospective case studiesThe main question for the retrospective case studies was:What development strategies have been practised iy SLO projects?From the completed SLO projects a representative sample of 18 projects, spreadover different educational sectors and subjects, has been drawn. Each of theseprojects was studied along the following procedure: (a) introductory talk with the(former) project director; (b) document analysis (project publications, curriculumproducts, evaluation reports); (c) individual interviews with the project director andanother member of the development team, using an extensive checklist that wasbased on the conceptual framework; (d) writing of a preliminary case report; (e)comments from the respondentsand coresearchers; (f) writing of final case report.Three separate volumes with case descriptions were produced, while in a singlebook (van den Akker, Boersma & Nies, 1990) the results of all cases wereanalyzed. The outcomes have been discussed at a symposium with a large groupof SLO developers, leading to recommendations and plans for future training andresearch activities (Keursten, 1991).The followup studiesNext the emphasis of the research has been shifted from retrospective analysis tothe devising of procedures that may guide curriculum developers to (more)effective ways of action. The primary focus is on core tasks like the design,construction, and formative evaluation of curricula, Although Interrelated, adistinction is made between the development of different kinds of curriculumproducts like: documents with attainment targets; curricular frameworks at anational or school level; exemplary instructional materials.The procedural guidelines are devised on the basis of: reflections on the previouscase studies findings; additional and focused literature study; analysis of theapproaches in the current development practices; efforts to translate relevantresearch findings in selected areas. The guidelines are formulated in dialoguebetween the researchers and several small groups of SLO developers In order tofurther the relevance, acceptability, and feasibility of the proposals for thecurriculum development practitioners. Parts of the guidelines are already tried on a190v7,small scale In several contexts; more systematic tasting will start during the year1992.The ultimate aspiration of this long term study is to contribute to the formulation ofinsightful, empirically validated, and practical answers to two central questionsproposed by Schaffarzick (1975): (I) What procedures are essential for 'high-quality curriculum development?, and (ii) What are the most efficient ways to usethese procedures?The different presentationsThe first presentation (by Alva N/os) will describe the results of the case studies.Patterns of the practised strategies In the different core components of thedevelopment activities will be analyzed and Illustrated. Also more generalperceptions of the (rather Informal and not systematic) nature of the developmentpractice will be discussed and confronted with the process-oriented 'quality'criteria for curriculum development as described by authorslike Short (1983) and Walker (1979).In the pursuit of quality improvement the second presentation (by Korst Boersma)will describe the efforts to Improve the effectiveness and efficiency of SLO projectsthrougn a standardization of the decision making process In the planning andexecution of development activities. Guidelines for more systematic projectmanagement will be presented, including more Specific product requirements anddevelopment routes.The third presentation (by Gort van don Brink) will focus on procedural guidelinesfor the development of attainment targets and their possible meaning for corecurricula. These guidelines have a firm base in practical development experiencesIn recent years in several projects for junior secondary education.The fourth presentation (by Jan van den Akker) will offer procedural guidelines forthe development of the curriculum materials for the micro-40W of tea-hing andlearning. The proposed approach reflects a kind of developmental research with alot of attention to formative evaluation activities that anticipate on implementationIssues.ReferencesAkker, J, van den, Boersma, K., & Nies, A. (1989). strateaipin theSLO practiee:liepotefA3)relkninaiyskicilt [in Dutch]. Enschede: SLO.Akker, J, van den, Boersma, K., & Nies, A. (1990). Developme.nt strategies In SLOprojects [in Dutch]. Enschede: SLO.Connelly, F. (1978). How shall we publish case studios of curriculum development.Curriculum Inquiry, fit, 73-82,Keursten, P. (Ed.) (1991). Report of the SLO symposium "Strategies of curriculumdevelopment" [in Dutch]. Enschede: SLO.Schaffarzick, J. (1975).curriculum development wocedures. In J. Schaffarzick & D. Hampson (Eds.),Strategies for curriculum development (pp. 211-256). Berkeley, CA:McCutchan.oo .is -e -8 1 .191aShort, E. (1983). The forms and use of alternative curriculum developmentstrategies: Policy implications. Curriculum inquiry, 13,43-64.Walker, D. (1979). AppigagliestgsgricuhaWeyelopment In J. Schaffarzick & G.Sykes (Eds.), Values conflicts and curriculum issuesj_essons from researchancLoparkara (pp. 263-290). Be. "keley, CA: McCutchan.Walker, D. (1990). Fundamentals of curriculum. San Diego: Harcourt BraceJovanovich.1922

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