A Singapore Case Study of Curriculum Innovation in the Twenty-First Century: Demands, Tensions and Deliberations

Autor/inn/en	Koh, Elizabeth; Ponnusamy, Letchmi Devi; Tan, Liang See; Lee, Shu-Shing; Ramos, Maria Eloisa
Titel	A Singapore Case Study of Curriculum Innovation in the Twenty-First Century: Demands, Tensions and Deliberations
Quelle	In: Asia-Pacific Education Researcher, 23 (2014) 4, S.851-860 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-014-0216-z
Schlagwörter	Foreign Countries; Case Studies; Curriculum Development; Educational Innovation; Administrative Organization; Integrated Curriculum; Educational Objectives; Institutional Mission; Adoption (Ideas); Singapore + Suchen Sie Ihr Suchwort? Ausland; Case study; Fallstudie; Case Study; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Instructional innovation; Bildungsinnovation; Educational objective; Bildungsziel; Erziehungsziel; Ideas; Ideenfindung; Singapur
Abstract	With the ever-pressing twenty-first century demands, such as the need for new knowledge generation and application, schools today are aware of the necessity to change their structures, processes and practices to be relevant. In Singapore's centralized education system, the Ministry has introduced several decentralization initiatives in the hope of promoting flexibility and innovation within schools. One such initiative is the Integrated Programme (IP). IP schools are expected to redefine existing educational structures, redesign teaching and learning processes and reshape classroom practices to generate diverse learning experiences. This paper describes the case of one school that has embarked on the IP to shed light on the processes involved in curriculum innovation. Our findings reveal three significant processes: negotiating the programme with the school's vision, finding common ground for buy-in and investing in preparation time. These are instrumental in the development and enactment of IP by teachers and school leaders. These findings and their implications are deliberated on, providing ways that schools can shape and sustain curricular innovations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01