Testing Times for the Implementation of Curriculum Change

Abstract

School curriculum change processes have traditionally been managed internally. However, in Queensland, Australia, as a response to the current high-stakes accountability regime, more and more principals are outsourcing this work to external change agents (ECAs). In 2009, one of the authors (a university lecturer and ECA) developed a curriculum change model (the Controlled Rapid Approach to Curriculum Change [CRACC]), specifically outlining the involvement of an ECA in the initiation phase of a school's curriculum change process. The purpose of this article is to extend the CRACC model by unpacking the implementation phase, drawing on data from a pilot study of a single school. Interview responses revealed that during the implementation phase, teachers wanted to be kept informed of the wider educational context, use data to constantly track students, relate pedagogical practices to testing practices, share information between departments and professional levels, and own whole school performance. It is suggested that the findings would be transferable to other school settings and internal leadership of curriculum change. The article also strikes a chord of concern: Do the responses from teachers operating under thecurrent accountability regime live their professional lives within this corporate and globalized ideology whether they want to or not?

Analysis of Kurikulum Merdeka in Sekolah Penggerak

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Pentingnya Pelatihan Kurikulum 2013 Bagi Guru

“…Dengan terlibat secara aktif pada pelatihan terkait kurikulum 2013, seseorang paling tidak memiliki tiga pengalaman, yaitu: 1) pemahaman terhadap ide dan desain kurikulum, 2) strategi penyajian implementasi kurikulum, dan 3) menyampaikan konsep kurikulum (Kemdikbud, 2016a Smeed, et al (2015) (Taba, 1962;Tyler, 1969;Tanner & Tanner, 1980;Oliva, 1988;Print, 1993;Wiles and Bondi, 1993;Schubert, 1997;Scchiro, 2008…”