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Curriculum Change and Innovation

Curriculum Change and Innovation

Shirley S. Y. Yeung
John T. S. Lam
Anthony W. L. Leung
Yiu Chun Lo
Copyright Date: 2012
Pages: 300
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  • Book Info
    Curriculum Change and Innovation
    Book Description:

    Curriculum Change and Innovation is an introductory textbook on Hong Kong’s school curriculum. Written in an approachable style using illustrative case studies, the textbook provides an introduction to the basic concepts and theories of "curriculum" as a field of study. It also discusses how sociopolitical and economic changes as well as technology advancements help transform teachers' roles and reshape curriculum policies. The chapters cover a wide range of topics, including curriculum design, planning, implementation and evaluation. These discussions are included to help readers critically reflect on their roles as change agents in curriculum development.

    eISBN: 978-988-220-887-2
    Subjects: Education

Table of Contents

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  1. Front Matter
    (pp. i-iv)
  2. Table of Contents
    (pp. v-vi)
  3. List of Illustrations
    (pp. vii-viii)
  4. List of Tables
    (pp. ix-x)
  5. List of Cases and Examples
    (pp. xi-xii)
  6. Foreword
    (pp. xiii-xiv)
    Kerry J. Kennedy

    Teachers play a fundamental role in the social and economic development of any society. Their preparation as professionals to meet the challenges of post-modern living is a key priority for both governments and universities. Many changes have taken place in teacher education since the establishment of formal institutions of teaching training in Hong Kong over one hundred years ago. Today, the Hong Kong government is committed to an “all graduate, all trained” profession and university level institutions are now responsible for all teacher education across early childhood, primary and secondary education. It is against this background that the Hong Kong...

  7. Preface
    (pp. xv-xviii)
  8. Acknowledgements
    (pp. xix-xx)
  9. About the Authors
    (pp. xxi-xxii)
  10. 1 Critical Problems of Contemporary Society and Their Influence on the Curriculum
    (pp. 1-26)
    Shirley S. Y. Yeung

    The aim of this chapter is to enable readers to:

    1. have a basic understanding of the meaning and definitions of “curriculum”;

    2. conceive how current international trends, such as globalization, the development of information technology (IT), postmodernism, the formation of knowledge society, and so on, will affect the lifestyle of the next generation;

    3. analyze how education and the school curriculum should respond to these global changes; and

    4. assess whether the Hong Kong curriculum responds to these contemporary trends.

    This chapter analyzes several crucial worldwide trends that influence education and the school curriculum in the twenty-first century, both...

  11. 2 Theoretical Foundation of Curriculum
    (pp. 27-58)
    Shirley S. Y. Yeung

    The aim of this chapter is to enable readers to:

    1. understand that curriculum reflects various curriculum conceptions;

    2. have a brief understanding of some major categorizations of curriculum conceptions proposed by several famous academics;

    3. appraise the definitions and applications of these curriculum conceptions in developing school curricula; and

    4. appraise how the roles of teachers and curriculum developers in curriculum planning differ in various curriculum conceptions.

    One of the key purposes of this book is to provide a curriculum knowledge base from which readers can analyze curriculum innovations and issues in this unpredictable era of changes. In Chapter...

  12. 3 Curriculum Policy and Priorities in an Era of Change
    (pp. 59-92)
    Shirley S. Y. Yeung

    The aim of this chapter is to enable readers to:

    1. appraise the rationale and some basic concepts of school-based curriculum development (SBCD) and have a better understanding of its development and issues in the context of Hong Kong’s educational system;

    2. develop an appreciation of the principle and practice of a global rhetoric in the twenty-first century curriculum: teaching students to “learn to learn” (LTL), or “learn how to learn”;

    3. consider how the Education Bureau (EDB) and the Curriculum Development Council (CDC) in Hong Kong propose ways to reform its curriculum to enhance the LTL competence of students;...

  13. 4 Change in Curriculum Design
    (pp. 93-124)
    Shirley S. Y. Yeung

    The aim of this chapter is to enable readers to:

    1. understand the learner-centered and problem-based models as two modern trends of curriculum design in Hong Kong;

    2. study in greater detail the theory and practice of learner-centered approaches to curriculum design;

    3. grasp the theory and practice of problem-based learning (PBL) for the application of the theory in problem-based curriculum design;

    4. understand the need to differentiate the school curriculum and instruction for all learners in classrooms;

    5. grasp the various approaches, methods, and ways to differentiate the school curriculum and forms of instruction to cater for individual differences;...

  14. 5 Change in Curriculum Planning
    (pp. 125-148)
    John T. S. Lam

    The aim of this chapter is to enable readers to:

    1. discern the meaning and parameters of curriculum planning and the various factors that are involved in the planning process;

    2. identify different models of curriculum planning (rational/objective, the dynamic, process, emancipatory, and backward design);

    3. apply the theories and principles learned in solving problem cases of curriculum planning introduced in the chapter or by the tutor;

    4. demonstrate a more fluid and responsive attitude to curriculum planning; and

    5. state the preferred curriculum planning model and the reason for the choice.

    Countless curricular decisions are made each day in...

  15. 6 Change in Models and Practice of Curriculum Organization
    (pp. 149-170)
    Anthony W. L. Leung

    The aim of this chapter is to enable readers to:

    1. understand the basic concepts and models of curriculum organization;

    2. examine different practices and innovations of curriculum organization;

    3. critically reflect on the characteristics of different practices and innovations of curriculum organization in relation to the local school curriculum; and

    4. gain an awareness of the challenges that teachers face in selecting models for curriculum organization.

    In curriculum change, teachers strive to understand the concepts of organizing the school curriculum and identify models of curriculum organization. Teachers may also identify different practices and innovations of curriculum organization in schools....

  16. 7 Strategies for Change and Curriculum Implementation
    (pp. 171-188)
    Anthony W. L. Leung

    The aim of this chapter is to enable readers to:

    1. understand the basic concepts of change and curriculum implementation;

    2. identify models of change and strategies of curriculum implementation;

    3. critically reflect on the major problems and complexities of curriculum implementation; and

    4. appreciate the efforts made by local government, the community, schools, and teachers in implementing curriculum.

    Teachers find that changes accompany their teaching from time to time. Curriculum change in particular involves teachers, schools, and the community. Is there a right way for teachers to implement curriculum change in schools? What strategies should teachers and schools consider...

  17. 8 Curriculum Evaluation
    (pp. 189-214)
    John T. S. Lam

    The aim of this chapter is to enable readers to:

    1. distinguish the purposes of curriculum evaluation (for improvement or for effectiveness?);

    2. identify the two generic models of curriculum evaluation (the process model and the objectives model);

    3. identify the “what,” “who,” and “how” of curriculum evaluation;

    4. identify the features and phases of the four generations of evaluation;

    5. note the importance of evaluating the outcomes and the use of value judgment;

    6. identify the traditional and the new wave models of evaluation, including Tyler’s objectives model, Stufflebeam’s context–input–process–product (CIPP) model, Stake’s countenance model, and...

  18. 9 Roles and Leadership of Teachers in School-based Curriculum Development
    (pp. 215-230)
    John T. S. Lam and Yiu Chun Lo

    The aim of this chapter is to enable readers to:

    1. discern the change in teachers’ roles in school improvement and curriculum development;

    2. identify the notion and types of teacher leadership;

    3. note the importance of solo and group deliberation of teachers;

    4. identify the characteristics of teacher-leaders;

    5. recognize the work and roles of teacher-leaders;

    6. recognize the roles of teacher-leaders in forming and joining communities of learners;

    7. recognize the importance of collaboration of teachers-leaders with parents, university staff, and other people involved; and

    8. apply knowledge learned in this chapter to analyze, critique, and solve problems...

  19. 10 Curriculum Leadership in Schools
    (pp. 231-254)
    Yiu Chun Lo

    The aim of this chapter is to enable readers to:

    1. understand the conceptualized characteristics of curriculum leadership in schools;

    2. analyze the practice of curriculum leadership in school-based curriculum development;

    3. realize the importance of changing school cultures to sustain curriculum leadership in schools; and

    4. examine, through a case study, how a curriculum leader builds a positive working relationship with the school principal.

    As discussed in the previous chapters, schools are currently undergoing curriculum change. This is due to the pressure exerted by external forces, including globalization, the development of information technology, and the formation of the knowledge...

  20. 11 Conclusion and Future Direction
    (pp. 255-268)
    Shirley S. Y. Yeung

    The aim of this chapter is to enable readers to:

    1. summarize the core themes of the previous chapters in this book;

    2. reinforce the knowledge on the changing trend of curriculum building in Hong Kong;

    3. reflect on some major threats facing the existing school curriculum through analysis and discussion of the previous chapters;

    4. critically review some proposals/suggestions put forward by academics about future school curriculum;

    5. deliberate on some focuses proposed, including critical pedagogy and moral/value education; and

    6. explore their own perception of the curriculum that is necessary for future education based on some basic questions...

  21. Index
    (pp. 269-276)