Managing school-based curriculum innovations: A Hong Kong case study

Hau Fai Edmond LAW, Wai Yan Sally WAN, Maurice GALTON, Chi Kin John LEE

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

This study was originally designed to explore the impact of a distributed approach to developing curriculum leadership among schoolteachers. Previous papers have focused on reporting evidence of teacher learning in the process of engaging teachers in various types of curriculum decision-making in an innovation project based on interview data. This article reports a discourse analysis of the interactions based on the visual data in videotaped meetings between teachers in a Chinese curriculum development team and shows that teacher participation is constrained by the leadership styles of the positional leaders in the team in the second action cycle in the project. The mediational effects of the leadership styles invite policy-makers and school management to rethink the effectiveness of school-based approaches to curriculum development in enhancing teacher learning and development. Copyright © 2010 British Curriculum Foundation.
Original languageEnglish
Pages (from-to)313-332
JournalCurriculum Journal
Volume21
Issue number3
DOIs
Publication statusPublished - Sep 2010

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Hong Kong
innovation
curriculum
teacher
school
curriculum development
leadership
discourse analysis
learning
leader
decision making
participation
interaction
interview
management
evidence

Citation

Law, E. H. F., Wan, S. W. Y., Galton, M., & Lee, J. C. K. (2010). Managing school-based curriculum innovations: A Hong Kong case study. Curriculum Journal, 21(3), 313-332.

Keywords

  • Curriculum leadership
  • Discourse analysis
  • School-based curriculum development
  • Teacher leadership