Deliberation and school-based curriculum development: A Hong Kong case study

Deliberation and school-based curriculum development: A Hong Kong case study

• Lam, John Tak Shing Dept. of Curriculum and Instruction, Hong Kong Institute of Education

New Horizons: The Journal of Education, Hong Kong Teachers' Association, 59(2), 69-82, 2011

Hong Kong

Hong Kong Teachers' Association

2011

• D 課程
  • DB 課程發展與評鑑
• R 教育政策與管理
  • RE 學校內部管理、學校與家長之關係

Curriculum Planning Schools Deliberation Equality School-Based Curriculum Development Teachers' Professional Knowledge Walker, Decker

• Hong Kong

• 1997.7 onwards

• 小學教育

Deliberative mode of curriculum development has been hailed as one effective way of developing schoolbased curriculum. Its participatory, egalitarian and discursive characteristics have helped to generate the much-needed synergy and ownership feeling among the curriculum team members that lead to curriculum success. Nevertheless there is little such research in Hong Kong and thus very little is known as to the what, why and how in doing deliberative mode of curriculum development. Aims: This study intended to examine the patterns of curriculum development of a local primary school and how they had evolved over the span of four years. Method: The case school was selected due to its successful curriculum innovations over the years. Two site visits were made to the case school, one in 2003 and one in 2007. Eight teachers and the principal were interviewed and some lesson observations were made. Results: It was found that the success of the school's curriculum development pattern is similar to Decker Walker's 'naturalistic model' which is premised on the notion and practice of deliberation. It is also found that the school's ethos, organizational arrangements and professional relationships contribute to the success of the school's deliberative mode of curriculum development. Conclusion: With the knowledge gained in this study as to the what, why and how of doing a deliberative curriculum development, it is hoped that it will illuminate for local teachers, school administrators and school curriculum development personnel the kind of personal, organizational and social context in order that deliberative curriculum development can thrive and sustain.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Association is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

• 英文

期刊論文

• 16831381

https://bibliography.lib.eduhk.hk/tc/bibs/4fdcbf2f

2013-11-16