Leading and Managing the Competence-Based Curriculum: Conscripts, Volunteers and Champions at Work within the Departmentalised Environment of the Secondary School

Autor/inn/en	Downey, Christopher; Byrne, Jenny; Souza, Ana
Titel	Leading and Managing the Competence-Based Curriculum: Conscripts, Volunteers and Champions at Work within the Departmentalised Environment of the Secondary School
Quelle	In: Curriculum Journal, 24 (2013) 3, S.369-388 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2012.731009
Schlagwörter	Case Studies; Competency Based Education; Governance; Foreign Countries; Educational Administration; Administrators; Teachers; Interdisciplinary Approach; Secondary Schools; Middle Management; Administrator Role; Instructional Leadership; Teamwork; Semi Structured Interviews; United Kingdom (England) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Ausland; Bildungsverwaltung; Schuladministration; Schulverwaltung; Lehrer; Lehrerin; Lehrende; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Sekundarschule; Mittlere Führungskraft; Instruction; Leadership; Führung
Abstract	This article presents a sub-set of findings from a research project describing the experience of four case study schools which have implemented a competence-based curriculum (CBC) for students in their first year of secondary education. Secondary schools are highly departmentalised environments with organisational structures based primarily around subject departments and this can present a considerable challenge to such a multidisciplinary curriculum initiative. School leaders and teachers involved in the implementation and development of a CBC speak in terms of championing and legitimising the curriculum to their subject specialist colleagues. Teachers recruited to the competence-based approach were sometimes described as a mix of volunteers and conscripts and overcoming any initial scepticism toward the approach required the position and status of the curriculum initiative to be established within the departmentalised organisational structure of the secondary school, and required continuing advocacy for the competence-based approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10