Literaturnachweis - Detailanzeige
| Autor/inn/en | Hairon, Salleh; Chua, Catherine Siew Kheng; Neo, Wei Leng |
|---|---|
| Titel | School-Based Curriculum Development in Singapore: A Case Study of a Primary School |
| Quelle | In: Asia Pacific Journal of Education, 38 (2018) 4, S.518-532 (15 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0218-8791 |
| DOI | 10.1080/02188791.2018.1530192 |
| Schlagwörter | Curriculum Development; Foreign Countries; Educational Policy; Global Approach; Elementary School Teachers; Educational Innovation; Educational Change; Elementary Schools; Elementary School Students; Singapore |
| Abstract | The term school-based curriculum development (SBCD) implies that teachers are to innovate and customize school curricula according to their local needs. This also means that SBCD requires co-constructive work among schools' key stakeholders in the school curriculum development process. While much work has made known on SBCD in Western contexts, much less is known in non-Western contexts. This paper reports on key findings pertaining to SBCD drawn from a case study of a primary school in Singapore. Singapore makes for an interesting case as education policymakers encourage schools to innovate their curriculum yet maintaining a steep culture of academic achievement and control over standards across schools. The study involved data collection from non-participant observations of classroom lessons, teacher group meetings, and focused group discussions. A salient finding that had emerged from the study is that the societal value for pragmatism underpins the processes of SBCD. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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