Journal Articles
Holding policy-makers to account: Exploring 'soft' and 'hard' policy and the implications for curriculum reform
EdLink- Holding policy-makers to account: Exploring 'soft' and 'hard' policy and the implications for curriculum reform
- London Review of Education, 9(1), 41-54, 2011
- Routledge
- 2011
-
- Hong Kong
-
- 1997.7 onwards
-
- Unknown or Unspecified
- Curriculum implementation as both an educational practice and a policy conundrum has been the focus of academic research since the 1970s. A new perspective is taken in this article by borrowing from the literature on policy implementation in multilevel systems of government. The concepts of 'hard' and 'soft' policy are used to show that policy-makers choose from a range of strategies and it is these choices rather than teacher attitudes that may account for the level of implementation of a policy. A case study of curriculum implementation in Hong Kong is used to show how 'hard' and 'soft' policy can be identified in practice. [Copyright of London Review of Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/14748460.2011.550433]
-
- English
- Journal Articles
-
- 14748460
- https://bibliography.lib.eduhk.hk/bibs/dbbf8b4d
- 2011-06-10
Recent Journal Articles
Students’ and teachers’ reactions to a novel school-based physical education SELF-FIT intervention A qualitative studyJournal Articles
Examining the criterion validity of two scalable, information technology-based systems designed to measure the quantity and quality of movement behaviours of children from Hong Kong primary schools: A cross-sectional validation studyJournal Articles
Perceived and actual movement skill competence: The association among primary school children in Hong KongJournal Articles
Understanding the teaching and learning of fundamental movement skills in the primary physical education setting: A qualitative studyJournal Articles
Improving fundamental movement skills in Hong Kong students through an assessment for learning intervention that emphasizes fun, mastery, and support: The A + FMS randomized controlled trial study protocolJournal Articles
Association between physical activity and fundamental movement skills in preschool-aged children: Does perceived movement skill competence mediate this relationship?Journal Articles
Preservice physical education teachers' perceived physical literacy and teaching efficacyJournal Articles
The impact of COVID-19 on preschool-aged children’s movement behaviors in Hong Kong: A longitudinal analysis of accelerometer-measured dataJournal Articles