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.
Cheong Cheng, Y. (1994), "Effectiveness of Curriculum Change in School: An Organizational Perspective", International Journal of Educational Management, Vol. 8 No. 3, pp. 26-34. https://doi.org/10.1108/09513549410062416Download as .RIS
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