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Measuring Teachers’ Curricular Beliefs: From Hong Kong to the United States

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In this study we investigated the curriculum orientation preferences and several demographic variables (e.g., age, grade level and subject taught) of 397 teachers. Our examination of such relationships replicates earlier work by Cheung and Wong (2002) with a Hong Kong teacher sample. The results of the present study indicated that the modified Curriculum Orientation Inventory (Cheung & Wong, 2002) measures the five principal factors representing the curriculum orientations originally posited by Eisner and Vallance (1974) and McNeil (1996). We find no specific set of teacher demographic variables that relate to teachers’ curriculum orientations. We do find, however, that there is a degree of internal consistency within the respective orientations in terms of how teachers construct their goals, select curriculum content, define instructional roles, and so on. In other words there appears to be some intra-consistency and intra-cohesion among the elements that comprise the respective orientations of individual teachers.
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Keywords: academic rationalism; behaviourism/technocratic; cognitive processes; curriculum orientations; eclectic; humanism; modified curriculum orientation instrument; social reconstructionism

Document Type: Research Article

Affiliations: 1: University of Kansas 2: Learning Point Associates Chicago

Publication date: January 1, 2010

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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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