A Framework for Curriculum Research

Kimpston, Richard D.; Rogers, Karen B.

doi:10.1080/03626784.1986.11076018

Cited by 4 publications

(6 citation statements)

References 17 publications

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“…Teachers consider learners' levels and needs as a benchmark for deciding about content and approach in curriculum. This finding agrees with the literature explaining how teacher decision-making during curriculum translation being influenced by students' profile including age, gender, social class as well as students' characteristics namely abilities, knowledge, attitudes (Turner et al, 2009;Kimpston & Rogers, 1986;Beauchamp, 1981;Dunkin & Biddle, 1974).…”

Section: Discussionsupporting

confidence: 90%

“…Teachers are identified as key actors in curriculum implementation ( (Rogan & Aldous, 2005;Kimpston & Rogers, 1986). Teacher's knowledge, skills and motivation (Gross et al, 1971 as cited in Synder et al, 1992) as well as commitment to teaching (Fraser-Thomas & Beaudoin, 2002;O'Donnell, 2008) were found to be important factors affecting curriculum implementation.…”

Section: Teachers As Key Actors In Curriculum Implementationmentioning

confidence: 99%

“…Aside from teachers and school administrators, parents are identified by literature to be important actors in actual curriculum implementation (Kimpston & Rogers, 1986;Sturges, 1976). Parents assume some degree of decision-making during actual curriculum implementation given their extent of influence to their children (the students).…”

Section: Other Key Actors In Curriculum Implementationmentioning

confidence: 99%

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Looking at curriculum implementation from an actor-oriented lens: The case of a Filipino K-12 school

Dasas¹

2021

IJRSE

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This study attempted to examine curriculum implementation using an actor-oriented perspective (Penuel et al., 2014). This study involved case study of a top-performing school focused on the role of teachers and processes carried out by teachers during curriculum implementation. Data was gathered using focus-group discussion of teachers and document analysis of sample lesson plans. Findings indicate that teachers remain to be central actors during curriculum implementation. Lesson planning serves as the overt process undertaken by teachers. Covertly, teachers make contextual decisions in lesson planning based on students' levels, needs, and interests. It was also found that school administrators still exert strong influence especially in choosing the lesson plan formats. Findings of this study shed light into the importance of teachers in curriculum implementation. More so, the processes described in this case study may provide insights for practitioners regarding overt and covert procedures to be carried out in implementing a given curriculum.

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Section: Discussionsupporting

confidence: 90%

Section: Teachers As Key Actors In Curriculum Implementationmentioning

confidence: 99%

Section: Other Key Actors In Curriculum Implementationmentioning

confidence: 99%

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Looking at curriculum implementation from an actor-oriented lens: The case of a Filipino K-12 school

Dasas¹

2021

IJRSE

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“…Nonetheless, the use of both the categories of variables and the diagrammatic method presented by Dunkin and Biddle has had significant influence, including adaptations of the model for particular contexts and purposes. For example, Kimpston and Rogers (1986) retained the context, presage, process and product categories of the model but adjusted the variables to those relevant to the administrative aspects of the curriculum. In their model, the focus was on committee structures, procedures, costs, tasks, teacher satisfaction and alignment with organisational requirements.…”

Section: Existing Systems Models In Educationmentioning

confidence: 99%

Systems models in educational research: a review and realignment in the context of curriculum

Lee

2014

Studies in Higher Education

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System models are commonly used in tertiary education as a mechanism for describing the interacting components of educational phenomena, but have hitherto been uncritically accepted. This paper provides a critical review of existing systems models, including the 3P model defined Biggs, and outlines their conceptual challenges. A revised model developed for curriculum research is presented. The paper would be of interest to those undertaking educationfocused research, scholarly teaching practitioners as well as those with an interest in the use of systems models as a framework for educational alignment. IntroductionEducational phenomena are characterised by enormous complexity in both the number of variables and the dynamic nature of their interaction over time. Navigation of this complexity when developing a research design is a difficult task, especially for the novice educational researcher or scholarly practitioner. In particular, identifying the boundaries of a topic for study and the connections between the multiple influences on educational events or outcomes can seem a daunting and unachievable task.Systems-based models have commonly been used as a means of managing data for educational phenomena as a topic of research or for improved practice (Biggs 1999;Doll 2008;Frederiksen 1989;Hicks 2007;Iannone 1995;Semetsky 2008). As a social system with multiple complex parts in constant flux and interaction with the environment, education epitomises the characteristics of a complex system (Hicks 2007). Systems models have been advanced to assist research and development relating to various aspects of learning and teaching, including curriculum design. In their paper on the application of systems theory as a conceptual framework in curriculum development, Chen and Stroup (1993) argue that systems approaches have great potential for the development of coherent explanations for educational events. They characterise some of the major strengths of systems approaches for education as:

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“…Curriculum implementation is the planning for and actual use of a curriculum in practice (Kimpston & Rogers, 1986), where curriculum is the sum content and objectives of a specific program or discipline (Toombs & Tierney, 1993).…”

Section: Definition Of Termsmentioning

confidence: 99%

Agroforestry education for high school agriculture science : a case study of novel content implementation

Hemmelgarn¹

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High school agriculture science programs are recognized as meaningful arenas to reach young agriculture professionals as they gain a foundational understanding of their field. While sustainability is at the forefront of agriculture research and technological advancements, and is critical to student career readiness, the adoption of novel sustainable agriculture content in the high school curriculum has not been implemented for certain sustainable agriculture practices. Agroforestry represents one such content area that has been largely lacking in high school agriculture science classrooms, despite its relevance to modern agricultural advancements in sustainability for economic, environmental, and social resilience. Due to the contextual nature of content adoption by agricultural educators, the curriculum implementation process for novel content is dependent on an understanding of teacher learning, teacher self-efficacy, professional development, and curriculum modification. This case study of the process of novel content implementation examines the complexities of teacher sourcing, modification, and use of novel content, evaluates an agroforestry professional development program for teachers with varying levels of experience, and follows this group of teachers one year after the professional development program to investigate the relationship between teacher self-efficacy and novel content enactment. The importance of teacher-learning support networks and experiential learning in curriculum and professional development emerged as major themes for effective novel content implementation.

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A Framework for Curriculum Research

Cited by 4 publications

References 17 publications

Looking at curriculum implementation from an actor-oriented lens: The case of a Filipino K-12 school

Looking at curriculum implementation from an actor-oriented lens: The case of a Filipino K-12 school

Systems models in educational research: a review and realignment in the context of curriculum

Agroforestry education for high school agriculture science : a case study of novel content implementation

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