While much is known about factors affecting curriculum change, much less knowledge is available to guide the process of designing for change on a large scale. This study explores how large scale innovations can achieve alignment between curricular components through interactions among various system actors. Eight prominent large-scale curriculum innovation projects were analyzed. Six key themes emerged from interview and document analysis data. Three themes related to salient relationships -i.e. strategic partnerships with (local/national) organizations; identification of individuals acting as linking pins; teacher involvement in design. Three other themes pertained to the relationships’ maintenance -i.e. visible presence; aligning goals; acknowledging the complex and interpersonal nature of relationships. Findings suggest that attending to relationships (professional and personal; strategic and unplanned; formal and informal) should be a key consideration in shaping the process of designing large scale curriculum innovations, and offer examples of how this has been accomplished.
|Publication status||Published - 28 Dec 2012|
|Event||Annual Meeting of the American Education Research Association (AERA) 2012: Non Satis Scire: To Know Is Not Enough - Vancouver, Canada|
Duration: 13 Apr 2012 → 17 Apr 2012
|Other||Annual Meeting of the American Education Research Association (AERA) 2012|
|Abbreviated title||2012 AERA|
|Period||13/04/12 → 17/04/12|