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The school as a curriculum management site in an era of curriculum change

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dc.contributor.advisor Taole, M. J. Khumalo, Vusumuzi Praisegod 2014-09-04T09:19:31Z 2014-09-04T09:19:31Z 2014-06
dc.identifier.citation Khumalo, Vusumuzi Praisegod (2014) The school as a curriculum management site in an era of curriculum change, University of South Africa, Pretoria, <> en
dc.description.abstract This study investigates the actions, roles and beliefs of curriculum leaders and managers as they work to secure improvements in curriculum delivery and in managing curriculum change, using the context of an academically successful rural secondary school as a case study. This study acknowledges that curriculum reforms are far from over in South African education scape and that these reforms are unlikely to neglect the school as a curriculum management site. The rationales of this study are threefold. First, in view of the challenges facing curriculum managers at school level, as well as the questionability of the school managements’ capacity to mediate the curriculum, there is a need for empirical investigation as to how successful rural schools manage the curriculum effectively. Secondly, to gain a greater understanding how school leaders might influence curriculum delivery through effective instructional leadership. Thirdly, given that South African principals have little experience of instructional leadership and managing, teaching and learning is one of the core modules in the new qualification for school principals, this study aims to contribute case study evidence in this field. This study was conducted within two research paradigms. Firstly, this study assumes that in a school setting there are key participants who are informative about the research foci. These participants have something important to say about curriculum management processes, curriculum change and instructional leadership. This assumption is located within phenomenology. Secondly, symbolic interaction is another conceptual paradigm in that curriculum management is studied as a complex process requiring interaction among role players. Findings indicated that the principal impacts positively on teaching and learning if he focuses on instructional leadership. Secondly, the effective use of regular meetings is essential in order to clarify the vision and build an organization and culture where teaching and learning flourish. Thirdly, curriculum managers are directly involved in curriculum management, albeit at different angles. Fourthly, the capacity of the School Management Team (SMT) needs to be strengthened through use of innovative practices and lastly, the principal needs to be a proactive leader who observes and takes ownership of curriculum changes. en
dc.format.extent 1 online resource (xiv, 157 leaves) : col. ill.
dc.language.iso en en
dc.subject Curriculum en
dc.subject Curriculum innovations en
dc.subject Instructional leadership en
dc.subject School management team en
dc.subject.ddc 375.0010968
dc.subject.lcsh Curriculum planning -- South Africa
dc.subject.lcsh Curriculum change -- South Africa
dc.title The school as a curriculum management site in an era of curriculum change en
dc.type Dissertation en
dc.description.department Curriculum and Instructional Studies en M. Ed. (Curriculum Studies)

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