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Elizabeth Price; Dawn Theresa Nicholson; Rachel Dunk; Cormac Lawler; Matthew Carney; Valeria Ruiz Vargas; Sally Veitch; Sophie Leigh; Matt Singleton; Sarah Mottram – International Journal of Sustainability in Higher Education, 2024
Purpose: Recognising that there is increasing urgency to equip graduates to become future leaders in delivering the sustainable development goals (SDGs), this study presents a critical analysis of a whole-institution approach to embedding education for sustainable development (ESD) in curricula. This study aims to explore the wider reach of…
Descriptors: Change Agents, Educational Change, Sustainable Development, Integrated Curriculum
Makwetle Aubrey Mabitla; Layane Thomas Mabasa – South African Journal of Education, 2024
Principals' management of curriculum change is critical in successfully implementing transformation in schools. This is particularly crucial in South Africa where the curriculum has been in a constant state of flux since 1994. In this article, we explore principals' experiences on the support they receive in the management of the implementation of…
Descriptors: Principals, Curriculum Design, Educational Change, School Administration
Tikkanen, Lotta; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina – Journal of Educational Change, 2020
Sustainable school development is suggested to result in both meaningful learning and enhanced well-being for those involved in the reform work. The aim of the study was to gain a better understanding of the relations between the strategies utilised in school development work, school impact of the reform and burdening in the context of curriculum…
Descriptors: Foreign Countries, Curriculum Development, Educational Change, National Curriculum
Lee, Trevor Tsz-lok – Education and Urban Society, 2022
This paper contributes to our understanding of the micro-policy experience of an implemented curriculum from the perspective of students, in addition to teachers, as the key coupling agents in the schools of a Chinese global city. Although the phenomenon of decoupling in educational policy is widely recognized, much less attention has been paid to…
Descriptors: Educational Change, Teaching Methods, Curriculum Implementation, Educational Policy
Amin, Nyna; Mahabeer, Pryah – Prospects, 2021
This article interrogates a curriculum recovery plan designed to obviate the loss of time due to the national response to the COVID-19 pandemic. In particular, it analyses two strategies, the first to overcome time lost and the second, to reorganize the curriculum. A description of the landscape of inequalities in South Africa serves as a…
Descriptors: Foreign Countries, Curriculum Development, COVID-19, Pandemics
Andrietti, Vincenzo; Su, Xuejuan – Education Economics, 2019
We propose a theory of education curricula as horizontally differentiated by their paces. The pace of a curriculum and the preparedness of a student jointly determine the match quality of the curriculum for this student, so different students derive different benefits from learning under the same curriculum. Furthermore, a change in the curricular…
Descriptors: Academic Achievement, Curriculum Design, Educational Change, Educational Quality
Watt, Michael G. – Online Submission, 2018
The purpose of this study was to examine and compare key elements of the actions that states and territories are taking to implement the Australian Curriculum, and what innovative processes and products they are using to facilitate implementation. A rubric adapted from a diagnostic tool, developed by Achieve and the U.S. Education Delivery…
Descriptors: Comparative Analysis, National Curriculum, Geographic Regions, Foreign Countries
Awada, Ghada; Diab, Hassan – Cogent Education, 2016
The purpose of the present study was to investigate the effectiveness of Lebanon's Education Reform Strategy and Action Plan (LERSAP) set in 2011 as a form of the educational reform the curriculum underwent through focusing on promoting and employing the information communication technology (ICT) tools. The LERSAP was launched to equip teachers…
Descriptors: Educational Change, Educational Strategies, Educational Planning, Curriculum Development
Janssen, Fred; Westbroek, Hanna; Doyle, Walter – Journal of the Learning Sciences, 2015
In his article "Principled Practical Knowledge: Not a Bridge but a Ladder," Carl Bereiter (2014) argues that theoretical knowledge is too shallow to support the generation of innovative learning activities. He makes a case for principled practical knowledge (PPK)--"principled know-how and know-why"--to fulfill this practical…
Descriptors: Educational Practices, Best Practices, Educational Principles, Praxis
Dong, Lianchun; Seah, Wee Tiong; Clarke, David – Mathematics Education Research Group of Australasia, 2015
This study examines a teacher's questioning strategies in mathematics classrooms in China when implementing reform-based mathematics curriculum. It explores teacher's strategies to deal with the tensions involved in the creation of opportunities for students to express and communicate mathematics ideas while ensuring the productivity of…
Descriptors: Case Studies, Questioning Techniques, Educational Practices, Educational Strategies
Pietarinen, Janne; Pyhältö, Kirsi; Soini, Tiina – Curriculum Journal, 2017
The study aims to gain a better understanding of the national large-scale curriculum process in terms of the used implementation strategies, the function of the reform, and the curriculum coherence perceived by the stakeholders accountable in constructing the national core curriculum in Finland. A large body of school reform literature has shown…
Descriptors: Foreign Countries, Educational Change, Curriculum Implementation, Educational Strategies
"We Can't Change Much Unless the Exams Change": Teachers' Dilemmas in the Curriculum Reform in China
Yan, Chunmei – Improving Schools, 2015
This article reports on a study of English secondary teachers' perceptions of and implementation of the New English Curriculum Reform in China. Triangulated data collection methods were employed to gather information about teachers' perceptions of the New Curriculum and their teaching behaviours in Central China. An implementation gap emerged…
Descriptors: Foreign Countries, Curriculum Development, Educational Change, Educational Strategies
McCabe, Alan; O'Connor, Una – Teaching in Higher Education, 2014
A student-centred approach to learning encourages students to have more responsibility for their learning and is a process that relies heavily on professional confidence to "let-go" of traditional teaching responsibilities. This paper describes the introduction of a student-centred approach within one further education college in…
Descriptors: Student Centered Curriculum, Teacher Role, Teacher Responsibility, Adult Education
Oliver-Brooks, Helen – ProQuest LLC, 2013
The purpose of this study is to investigate differences between traditional conventional professional development and high quality reflective professional development and curriculum implementation of classroom practices. This study examined the extent to which professional development activities were associated with increased levels of curriculum…
Descriptors: Professional Development, Educational Strategies, Curriculum Implementation, Classroom Techniques
Chee, Yam San; Mehrotra, Swati; Liu, Qiang – Electronic Journal of e-Learning, 2013
Educational systems worldwide are being challenged to respond effectively to the digital revolution and its implications for learning in the 21st century. In the present new media age, educational reforms are desperately needed to support more open and flexible structures of on-demand learning that equip students with competencies required in a…
Descriptors: Citizenship Education, Educational Change, Educational Games, Governance