Process models in curriculum decision making

Research output: Chapter in Book/Report/Conference proceedingChapter

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 languageEnglish
Title of host publicationProceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century
Place of PublicationHong Kong
PublisherHong Kong Institute of Education
Pages1-10
ISBN (Print)9629490382
Publication statusPublished - 2000

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decision making
curriculum
curriculum development
development model

Citation

Fok, P. K. (2000). Process models in curriculum decision making. In Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century [CD-ROM] (pp. 1-10). Hong Kong: Hong Kong Institute of Education.