Inside a curriculum project: a case study in the process of curriculum change
Attempts to measure the impact and survival of instructional innovation on the example of the Integrated Curriculum Project in Humanities, carried out in secondary schools in UK and deduces implications for curriculum development - Attainment of a lasting impact depends on teacher participation and involvement (in terms of time and energy) and provision of team leader and adoption of flexible timetabling. The impact on curriculum is estimated from the amount of trial material used after the trial period. Various factors affecting the breakthrough towards self-sustained innovations are exemplified. Problems encountered concern the introduction of an integrated curriculum, modification of the interpersonal relationship, diffusion of instructional materials and institutionalization of innovations through teacher improvement. Implications for team teaching and learner centred activity are analysed. In the implementation of any project, time is an important factor, preliminary educational research has to be carried out and an infrastructure created with provision for programme coordination at various levels.
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| Format: | book biblioteca |
| Language: | eng |
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Methuen
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| Subjects: | Curriculum development, Educational research, Humanities education, Integrated curriculum, Secondary schools, Teacher participation, Teaching materials, Team teaching, |
| Online Access: | https://unesdoc.unesco.org/ark:/48223/pf0000164155 |
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| Summary: | Attempts to measure the impact and survival of instructional innovation on the example of the Integrated Curriculum Project in Humanities, carried out in secondary schools in UK and deduces implications for curriculum development - Attainment of a lasting impact depends on teacher participation and involvement (in terms of time and energy) and provision of team leader and adoption of flexible timetabling. The impact on curriculum is estimated from the amount of trial material used after the trial period. Various factors affecting the breakthrough towards self-sustained innovations are exemplified. Problems encountered concern the introduction of an integrated curriculum, modification of the interpersonal relationship, diffusion of instructional materials and institutionalization of innovations through teacher improvement. Implications for team teaching and learner centred activity are analysed. In the implementation of any project, time is an important factor, preliminary educational research has to be carried out and an infrastructure created with provision for programme coordination at various levels. |
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