Developing Curriculum Leadership in Schools: Hong Kong perspectives

Law, Edmond Hau-fai; Galton, Maurice; Wan, Sally Wai‐Yan

doi:10.1080/13598660701268569

Cited by 33 publications

(35 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This study employs the Planning, Experimentation and Reflection model to explain the process of curriculum leadership (Law et al, 2007). According to this model, the first step is to plan and design a new set of learning activities with a supporting arrangement.…”

Section: The Planning Experimentation and Reflection Model And Cultumentioning

confidence: 99%

Moving from imitation to innovation: Exploring a Chinese model of early childhood curriculum leadership

Yang

2019

Contemporary Issues in Early Childhood

View full text Add to dashboard Cite

School leadership plays a critical role in providing appropriate and sustainable curriculum practices. However, there remain significant knowledge gaps in understanding early childhood curriculum leadership in Chinese contexts. In order to examine early childhood curriculum leadership in such contexts, this study analyses and interprets data from interviews with leaders in five Chinese kindergartens. Data from classroom observations and curriculum documents are used to supplement the interviews. The evidence indicates that, in each of the Chinese kindergartens, (1) early childhood curriculum innovations led by the curriculum leaders evolved through stages from imitating imported models to innovating practices; (2) the leaders played various roles in different stages of the early childhood curriculum innovations; and (3) the leading process in early childhood curriculum innovations involved critical events along the action research cycles. The characteristics of early childhood curriculum leadership are drawn from these cases to develop a multistage integrated model. Finally, the implications of the findings are discussed to inform the enhancement of early childhood curriculum and early childhood curriculum leadership practices in Chinese societies and beyond.

show abstract

Section: The Planning Experimentation and Reflection Model And Cultumentioning

confidence: 99%

Moving from imitation to innovation: Exploring a Chinese model of early childhood curriculum leadership

Yang

2019

Contemporary Issues in Early Childhood

View full text Add to dashboard Cite

show abstract

“…They seem not to have a say in what is happening in class. This view evidently contradicts the principles of transformative leadership as espoused by Law, Galton and Wan (2007), namely that curriculum leadership should call for a change in how the SMT create a collegial, dialogic and free environment through, among others, meaningful delegation, with the aim to promote growth in teacher performance and student learning.…”

Section: My File Is Usually Presented Once Every Fortnight By My Hodmentioning

confidence: 81%

Transformative Curriculum Leadership For Rural Ecologies

Moreeng

Tshelane²

2014

MJSS

View full text Add to dashboard Cite

show abstract

“…Õpetajate omanikutunne õppekava suhtes ei ole mõistagi täiesti teadvus tamata vajadus. Paljudes maailma riikides võib selle probleemi teadvustamise alguseks lugeda 1960. aastate lõppu, mil mõisteti, et riikliku või piirkondliku tasandi katsed luua nn õpetajakindel (ingl teacherproof) õppekava ei ole end õigustanud (Kennedy, 2010;Law, Galton, & Wan, 2007;MacDonald, 2003). See tähendas, et õpetaja omanikutundele tähelepanu pööramata ei saanud õppekava olla õppe ja kasvatustööks tulemuslik, kuna õpetajatel sageli puudus sisemine motivatsioon õppekava rakenda miseks.…”

Section: õPetaja Omanikutunne õPpekava Suhtes Ning õPetaja õPpekava Aunclassified

The experiences, expectations and evaluations of pre-school teachers as developers of curricula

Ugaste¹,

Tuul²,

Mikser³

et al. 2016

EHA

View full text Add to dashboard Cite

Üha enam riike kehtestab alus- ja üldharidusastmes riiklikke õppekavu. Samas suureneb tähelepanu õpetaja omanikutundele õppekava suhtes ning õpetaja kaasamisele õppekava arendamisse, kuna mõistetakse, et need on riikliku õppekava eduka rakendamise eeltingimused. Seega on õpetaja tegevus õppekava arendamisel oluline uurimisteema. Uurimuse eesmärk on selgitada, millised on Eesti lasteaiaõpetajate kogemused koolieelse lasteasutuse õppekava koostamisel ja nende ootused seoses õppekava arendamise protsessiga ning milliseks nad hindavad õppekava koostamise protsessi mõju oma professionaalsele arengule ja demokraatliku professionalismi süvenemisele. 32 lasteaiaõpetajaga tehtud poolstruktureeritud intervjuudest selgus, et õpetajate hinnangul aitas lasteaia õppekava koostamise protsessis osalemine kaasa õppekava olemuse mõistmisele, suurendas motivatsiooni osaleda õppekavaarenduses ning toetas õpetaja üldist professionaalset arengut. Viimase olulisimaks osaks oli koostöövõime ehk demokraatliku professionalismi lisandumine. Uurimistulemused kinnitavad, et senine riiklik õppekavapoliitiline kurss on alushariduse puhul põhjendatud, ent õpetaja ootused viitavad vajadusele õppekava arendamise protsessi täiustada. Summary

show abstract

Developing Curriculum Leadership in Schools: Hong Kong perspectives

Cited by 33 publications

References 14 publications

Moving from imitation to innovation: Exploring a Chinese model of early childhood curriculum leadership

Moving from imitation to innovation: Exploring a Chinese model of early childhood curriculum leadership

Transformative Curriculum Leadership For Rural Ecologies

The experiences, expectations and evaluations of pre-school teachers as developers of curricula

Contact Info

Product

Resources

About