Exploring the Use of Complexity Theory and Action Research as Frameworks for Curriculum Change

Autor/inn/en	Wood, Phil; Butt, Graham
Titel	Exploring the Use of Complexity Theory and Action Research as Frameworks for Curriculum Change
Quelle	In: Journal of Curriculum Studies, 46 (2014) 5, S.676-696 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2014.921840
Schlagwörter	Action Research; Curriculum Development; Systems Approach; Foreign Countries; Secondary School Students; Student Participation; Geography Instruction; Preferences; Feedback (Response); Teacher Role; Academic Achievement; Student Evaluation; Questionnaires; Focus Groups; Diaries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Projektforschung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Systemischer Ansatz; Ausland; Sekundarschüler; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Geography education; Geography lessons; Geografieunterricht; Lehrerrolle; Schulleistung; Schulnote; Studentische Bewertung; Fragebogen; Diary; Tagebuch
Abstract	This paper considers the impact of a small-scale action research project which focused on the development of an emergent approach to curriculum making in a general certificate in secondary education course in geography. In this context, we argue that complexity thinking offers a useful theoretical foundation from which to understand the nature of dynamic pedagogic change resulting from the application of action research methods. Results show that process-focused curriculum change can bring about shifts in both learning and assessment. This is seen as being the result of an emergence orientated approach to action research as a counter to more reductionist approaches which are often used and advocated in educational settings by teachers. We conclude that a combination of complexity thinking and action research can offer a valuable medium through which the educational needs of learners and teachers can be addressed in different, localized contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10