This study aims at investigating the effectiveness of the establishment of the school based curriculum development teams as a response to the challenges of the school performance and student learning. A theoretical framework is derived from the various assumptions about school leadership, patterns of dissemination and teacher development. This framework will then be used to evaluate the extent that school based curriculum development teams contribute to teacher development and school improvement. The findings will shed light on the necessary conditions for successful implementation of school based curriculum development in a policy context of decentralizing curriculum decision making. Two case schools from two different socio-cultural milieu, Hong Kong and the Netherlands, are chosen for comparison. A mixed method approach of investigation is adopted and methods include interviews of teachers and students, analysis of video taped meetings and questionnaires.
|Published - 2006
CitationLaw, E. H.-F., Wan, S., & Van Den Akker, J. (2006, May). A comparative study of the effectiveness of the school-based curriculum development teams in Hong Kong and the Netherlands. Paper presented at the Second World Curriculum Studies Conference: Curriculum as an International Conversation, Tampere, Finland.
- Primary Education
- Teacher Education and Professional Development