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Developing Curriculum Leadership in a Primary School: A Hong Kong Case Study

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This study was designed to investigate the theory and practice of curriculum leadership within the tradition of school-based curriculum development. A case study methodology was used to evaluate the extent to which teacher engagement in curriculum decision making processes within a school-based structure of curriculum development had led to professional development. Evidence revealed positively that participating teachers had developed professionally through the process of planning, implementing and reflecting curriculum practice and innovation. However, the complexity of the structures and processes that were established for the implementation of the concept of teacher curriculum leadership needs further empirical and theoretical work. This article reports on the activities and preliminary findings in the first action cycle of the project, which focused on developing teacher leadership in curriculum theory and practice in the period September to December 2004.
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Keywords: curriculum change; curriculum leadership; school-based curriculum development

Document Type: Research Article

Affiliations: 1: Hong Kong Institute of Education 2: Shatin Tsung Tsin School, Hong Kong

Publication date: 01 January 2006

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  • Curriculum and Teaching is a bi-annual, refereed, international journal publishing original research. It uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration.
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