Curriculum Implementation :Curriculum Implementation Daniel C. Elliott, Ed.D. Azusa Pacific University


Curriculum implementation: Two extreme views :Curriculum implementation: Two extreme views Teachers have absolute powers Problem An external authority exercises complete prescription Critics take a swipe at the bureaucratic obsession for uniformity A Realistic View: mandated coverage and creative license in some areas.


Three major factors affecting Curriculum implementation :Three major factors affecting Curriculum implementation People Program Process A major factor that leads to the failure -- the emphasis placed on program change and not to the needs of the teachers or school organization


Three major areas of concern about curriculum implementation :Three major areas of concern about curriculum implementation Resistance: Teachers general public Communication: Support: A trusting relationship must exist among all the parties in the school.


Implementation as a change process (Fullan, 1982, p.56, 1991) :Implementation as a change process (Fullan, 1982, p.56, 1991) Characteristic of change Need and relevance of the change Structural change Complexity Adaptive change rather bureaucratic Evidence of quality and practicality


Factors affecting curriculum implementation :Factors affecting curriculum implementation Characteristics at the School District level The history of innovative attempts The adoption process Central administrative support and involvement Staff development (in-service) and participation Timeline and information system (evaluation) Board and community characteristics


Factors affecting curriculum implementation :Factors affecting curriculum implementation Characteristics of the school level The principal Teacher-teacher relationship Teacher characteristics and orientation Characteristics external to the local system Role of government External assistance


Problems of describing or measuring implementation :Problems of describing or measuring implementation Measuring student activities is rarely possible Measuring use of curriculum materials is very difficult to do Measuring teacher activities


Factors promoting successful curriculum implementation- Parsons, 1987 :Factors promoting successful curriculum implementation- Parsons, 1987 Time- Technology for change School culture Incentives Sharing Collaboration Leadership System culture Political perspectives Legitimacy Recognizing


Curriculum Alignment :Curriculum Alignment The degree of consistency between what is supposed to be taught, taught, tested. learned by students


Slide 11:Curriculum Alignment Theory Assess Students’ needs Identify goals Write performance objectives Develop Assessment Instruments Develop instructional strategies Develop and select materials Teach Re-align Re-assess


Slide 12:How the Curriculum is typically Aligned Select assessment instruments Select textbooks/ materials Write performance objectives Develop Instructional strategies Teach Assess Align


Slide 13:A Curriculum Alignment Table Grade: _________________ Subject: ________________


Curriculum evaluation: criteria :Curriculum evaluation: criteria Consistent with objectives Comprehensive: adequate measurement Sufficient diagnostic value: able to describe strengths and weaknesses Validity: ability to determine whether or not we achieved goals. Unity of evaluative judgment: the evidence portrays a unity of opinion Continuity: evaluation is continuous process and part of curriculum development.


Taba’s comprehensive evaluation model :Taba’s comprehensive evaluation model


Taba’s model :Taba’s model Objectives and evidence: thinking abilities, attitudes, skills, creativity, concepts, levels of perception, etc. Factors affecting learning: class culture background, peer culture influences, social learning, initial level of subject matter mastery, motivational patterns, special abilities, feelings, etc.


Taba’s model :Taba’s model Teaching-learning operations: nature of assignments, procedure for maintaining control, patterns of teacher response to student behavior, etc. Teaching methods telling, discovery, lab work, recitation, discussion, use of problems, demonstrations, etc.


Stufflebeam’s model-three steps :Stufflebeam’s model-three steps Identifying information necessary for collection Collecting and analyzing Reporting to interested parties


Stufflebeam’s model :Stufflebeam’s model Context evaluation- studying the environment of the program situational analysis Input evaluation how do we use resources to meet program goals? Consideration is given to the program goals and curriculum implementation strategies


Stufflebeam’s model :Stufflebeam’s model Process evaluation Determines congruency of planned and actual activities Occurs during implementation


Stufflebeam’s model :Stufflebeam’s model Product evaluation Is curriculum accomplishing goals? Information for decision to continue, terminate or modify the curriculum. If succeeded –can we use it in a wider spectrum.