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The reform of schooling : a study of the relationship between major curriculum change and school reform

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Baker, Janice R.(Janice Rosalind) (1991) The reform of schooling : a study of the relationship between major curriculum change and school reform. PhD thesis, University of Tasmania.

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Abstract

The major purpose of the research is to establish the extent to which
reform to schooling can be effected by the initiation of major curriculum change
such as the Technical and Vocational Education Initiative (England) and the
Health Education programme (Tasmania).
The study investigates the impact of the Technical and Vocational
Education Initiative and the Health Education programme on the knowledge,
beliefs and practices of teachers in five schools as the stages of implementing
the initiatives proceeded. It investigates the outcomes of professional
development programmes and the intervention of change agents as part of the
process of changing teachers' knowledge, beliefs and practices, and it
investigates the organisational adjustments schools make to accommodate
curriculum change.
The study uses a conceptual framework drawn from the literature on
planned change, and adopts a research orientation largely derived from
symbolic interactionism.
The research methodology is based on the constant comparative method
developed by Glaser and Strauss (1967). Data were gathered using participant
observation, key informants, interviews and document analysis, and analysed
at the time of collection.
The major conclusion of the study is that the curriculum initiatives
appear to have failed to reform schooling in the ways intended by the
governments which introduced them.
The findings suggest that the Technical and Vocational Education
Initiative and the Health Education programme have little capacity to reform
schooling for a number of reasons. The initiatives have not become
incorporated into schools' curricula because they do not accord with the
theories of forms and fields of knowledge or translate into classroom practice
as "traditional" subjects do; and they lack a view of schooling which is
congruent with the beliefs, values and norms of teachers.
Planning for the implementation of the initiatives did not account for
changes to the roles and role definitions of school personnel involved in the
implementation. The planning of professional development programmes did
not include the development of a model for change which reflected the
Increasingly consistent findings of research into implementing change. Nor did
planning account for the fact that the extent to which curriculum initiatives
succeed can be assessed by the organisational changes schools make to
accommodate them.
If reform to schooling is to be effected through curriculum change, these
conclusions commend further research into the relationship between the
characteristics of schools' organisational cultures and curriculum change.

Item Type: Thesis (PhD)
Keywords: Curriculum change, Curriculum change, Comprehensive high schools, Education, Secondary
Copyright Holders: The Author
Copyright Information:

Copyright 1991 the Author - The University is continuing to endeavour to trace the copyright
owner(s) and in the meantime this item has been reproduced here in good faith. We
would be pleased to hear from the copyright owner(s).

Additional Information:

Includes bibliographical references (leaves 231-281). Thesis (Ph.D.)--University of Tasmania, 1992

Date Deposited: 25 Nov 2014 00:45
Last Modified: 30 Aug 2016 05:54
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