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Curriculum Implementation

is

many layered concept that originates

in a seemingly straightforward problem

of how to effect educational change

by successfully installing

a new curriculum.

Conclusion:

Building upon Ernest House’s 1979 critique of development and diffusion models of curriculum change and Egon Guba and David Clark’s call to set aside unified, systems view of curriculum and instruction, Ted Aoki called for a rethinking of curriculum implementation as situation praxis. The lived experience of teachers, Aoki has argued, is always an indwelling between the mandated curriculum as plan) and the curriculum as lived with actual students, colleagues, and communities.

A hermeneutic interest in understanding curriculum implementation stands in sharp contrast with a technical interest in the management of change.

this phenomenon after surveying

TO TEACH

means to be engaged pedagogically in public service, and as such, teachers will always be required to

connect with curriculum change.

  • Curriculum implementation is much more than handling out new materials for courses of study.
  • It requires an understanding of the program’s purpose, the roles people will play and those who are affected.
  • The process must be planned, but not rigidly.
  • It requires continued fine-timing.
  • It requires a community of trust (administrators, teachers, students, parents, school, board community members, government)

1975 RAND Change Agent Studies

Whether curriculum implementation is conceived as instrumental action or interpretive action is an open question that hinges on how politics and scholarship are taken up in the teaching profession.

This model of curriculum implementation as being essentially a problem of communication between producers and consumers of curriculum held sway in the curriculum field during the

reported the results of efforts to effect educational change through the ambitious national curriculum projects of the education decade, which had been inaugurated by the Kennedy administration in the early 1960s

The critical and hermeneutic turn has taken curriculum implementation in a variety of

1960s and 1970s.

Vibrant traditions of

narrative inquiry, life history, phenomenological description, and autobiography

practical and

intellectually productive directions.

form alternative discourses of teachers’ engagements with curriculum, which serve to counter continuing political pressures to hold

educators accountable for implementing

curriculum.

ever more narrow and prescriptive

Declining to position teachers as agents delivering a curriculum, the teacher as researcher movement, as developed by Lawrence Stenhouse, took root in the United Kingdom, producing networks of local teacher directed curriculum development projects.

Further Readings:

Aoki, T. (2005). Curriculum implementation as

instrumental action and as situational praxis. In

W. Pinar & R. Irwin (Eds.),

Curriculum inquiry

Issue of

in a new key: The collected works of Ted T. Aoki

Communication

How are teachers to understand the new curriculum in a manner that is faithful to the intentions of the new curriculum?

(pp.111-123). Mahwah, NJ: Lawrence Erlbaum.

Difficulties with communication are to be expected both in terms of

inadequate support from the side of the developers and resistance to change

or

poor professional development on the part of the teachers,

but in principle these can be addressed through

improved communication and practice.

Curriculum Implementation

becomes a matter of

EFFECTIVE AND EFFICIENT COMMUNICATION

between the

developers and teachers.

Carson, T. (2009). Re-thinking curriculum change

from the place of the teacher: Teacher identity

and the implementation of curriculum reform in

China. In T. Autio & E. Ropo (Eds.),

Reframing

curriculum discourses: Subject, society and curriculum.

Rotterdam, the Netherlands: Sense Publishers.

The new meaning of educational change

Fullan, M. (2001).

New York: Teachers College Press

McLaughlin,P., & Berman, P. (1975).

Micro and macro

implementation.

Santa Monica, CA: RAND Corporation

is marked by the arrival of new

its implementation is unavoidably an

interpretative event.

curriculum that questions previously taken-for-granted assumptions about teaching. And although a new curriculum is not necessarily an unwelcome intrusion for teachers,

Implementation

Although the movement suffered setback with the

Margaret Thatcher

government’s introduction of the

national curriculum in the 1980s,

it continues to flourish and has become

internationalized through association such as the

Collaborative Action Research Network.

Sources:

See also Aoki, Ted T.; Curriculum Policy; Hermeneutic Inquiry; Stenhouse, Lawrence

local adoptions of national curriculum projects

293

more or less confirmed

The RAND studies

Curriculum

Implementation

The resulting curriculum reflects both

education traditions and some newly mandated public policy for schools.

mutual adaptation reflecting the implementation process.

In which they concluded

1980s

influenced at least in part by curriculum reconceptualism, a movement began to reunderstand curriculum implementation critically and hermeneutically.

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