School-Based Curriculum Development Towards a Culture of Learning: Nonlinearity in Practice

Der Thanq Chen; Li Yi Wang; Wei Leng Neo

doi:10.1080/00071005.2015.1034236

School-Based Curriculum Development Towards a Culture of Learning: Nonlinearity in Practice

Der Thanq Chen
, Li Yi Wang
, Wei Leng Neo^*

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

10 Citations (Scopus)

Abstract

ABSTRACT: This study aims to unpack the context, processes and outcomes as the three key components of school-based curriculum development (SBCD) in six different schools in Singapore. A total of 31 focus group discussions were conducted with teachers, key personnel and school leaders in these schools. From the data, we derived a framework of SBCD which consists of five themes centred on ‘culture of learning’. This framework provides an alternative lens to traditional conceptualisation of SBCD by highlighting the nonlinear relationships among the three components. Two recommendations to researchers, policy makers and practitioners regarding SBCD towards sustained commitment for innovation and potential scalability are suggested.

Original language	English
Pages (from-to)	213-228
Number of pages	16
Journal	British Journal of Educational Studies
Volume	63
Issue number	2
DOIs	https://doi.org/10.1080/00071005.2015.1034236
Publication status	Published - 2015 Apr 3
Externally published	Yes

Keywords

SBCD
learning culture
school-based curriculum development
twenty-first century competencies

ASJC Scopus subject areas

Education

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10.1080/00071005.2015.1034236

Cite this

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abstract = "ABSTRACT: This study aims to unpack the context, processes and outcomes as the three key components of school-based curriculum development (SBCD) in six different schools in Singapore. A total of 31 focus group discussions were conducted with teachers, key personnel and school leaders in these schools. From the data, we derived a framework of SBCD which consists of five themes centred on {\textquoteleft}culture of learning{\textquoteright}. This framework provides an alternative lens to traditional conceptualisation of SBCD by highlighting the nonlinear relationships among the three components. Two recommendations to researchers, policy makers and practitioners regarding SBCD towards sustained commitment for innovation and potential scalability are suggested.",

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AU - Neo, Wei Leng

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N2 - ABSTRACT: This study aims to unpack the context, processes and outcomes as the three key components of school-based curriculum development (SBCD) in six different schools in Singapore. A total of 31 focus group discussions were conducted with teachers, key personnel and school leaders in these schools. From the data, we derived a framework of SBCD which consists of five themes centred on ‘culture of learning’. This framework provides an alternative lens to traditional conceptualisation of SBCD by highlighting the nonlinear relationships among the three components. Two recommendations to researchers, policy makers and practitioners regarding SBCD towards sustained commitment for innovation and potential scalability are suggested.

AB - ABSTRACT: This study aims to unpack the context, processes and outcomes as the three key components of school-based curriculum development (SBCD) in six different schools in Singapore. A total of 31 focus group discussions were conducted with teachers, key personnel and school leaders in these schools. From the data, we derived a framework of SBCD which consists of five themes centred on ‘culture of learning’. This framework provides an alternative lens to traditional conceptualisation of SBCD by highlighting the nonlinear relationships among the three components. Two recommendations to researchers, policy makers and practitioners regarding SBCD towards sustained commitment for innovation and potential scalability are suggested.

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ER -

School-Based Curriculum Development Towards a Culture of Learning: Nonlinearity in Practice

Abstract

Keywords

ASJC Scopus subject areas

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