Abstract
Curriculum inquiry is the study of curriculum practice, including context, assumptions, conduct, problems, and outcomes of the scope, which curriculum makers work at. According to Goodlad, this inquiry embraces at least three kinds of phenomena, namely substantive, political-social, and technical-professional. Political-social relates to those human processes through which some interests come to prevail over others. In this article, the process of decision making in the political-social aspect of curriculum will be studied. The study of the process, which will be the main focus in this article, are a fundamental and timeless issue in the curriculum field. The following content will be divided into four main parts. Firstly, the importance of processes in curriculum decision making will be addressed. Secondly, examples of curriculum development models will be listed. Finally, a conceptual framework to describe the three dimensions of processes in curriculum decision making in different levels will be figured. Copyright © 2000 The Hong Kong Institute of Education.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century |
| Place of Publication | Hong Kong |
| Publisher | Hong Kong Institute of Education |
| Pages | 1-10 |
| ISBN (Print) | 9629490382 |
| Publication status | Published - 2000 |