Reconceptualizing School Based Curriculum Development

A detailed analysis of how and why school-based curriculum development (SBCD) occurs is provided in this book. Case studies from Australia, Canada, the United Kingdom, and the United States are presented to show that despite different contexts, common patterns exist, especially in terms of participant motivation and processes. An innovations metaphor provides the theoretical basis of the analysis, focusing on individual staff member motivation and political considerations. The first section examines different contexts of SBCD and presents a conceptual framework for analysis. Four case studies from each of the four countries are described in the second section. This section reexamines the theoretical basis in light of the case studies and discusses current and future issues in SBCD. Seven tables, eight figures, and an extensive bibliography are included. (LMI)