Abstract
Aims to develop an organizational model for understanding and managing effective curriculum change in school. Assumes that curriculum change and teacher competence development occur in a three‐level context of school organization: the individual level, the group/ programme level, and the whole school level. There exists mutual development and reinforcement between curriculum and teacher competence and also a hierarchy of influence across three levels. Congruence between curriculum change and teacher development and across levels is important for effectiveness of teaching and learning. Congruence represents conceptual consistency and operational consistency, reflecting the strength of school culture. Provides a comprehensive conceptual framework to plan and manage curriculum change and teacher competence development. Copyright © 1994 MCB University Press Limited.
| Original language | English |
|---|---|
| Pages (from-to) | 26-34 |
| Journal | International Journal of Educational Management |
| Volume | 8 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 1994 |
Fingerprint
curriculum
school
teacher
school organization
effectiveness of teaching
organizational model
school culture
reinforcement
Curriculum
learning
Group
Congruence
Competence development
Citation
Cheng, Y. C. (1994). Effectiveness of curriculum change in school: An organizational perspective. International Journal of Educational Management, 8(3), 26-34. doi: 10.1108/09513549410062416Keywords
- Competences
- Curriculum development
- Effectiveness
- Hong Kong
- Leadership
- Management development
- Models
- Schools
- Strategic management
- Teachers