Chapter 10 Curriculum Implementation Nature of Implementation z

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Chapter 10 - Curriculum Implementation

Chapter 10 - Curriculum Implementation

Nature of Implementation z. Relationship to Planning y. Incrementalism y. Communication y. Support

Nature of Implementation z. Relationship to Planning y. Incrementalism y. Communication y. Support

Implementation as a Change Process z Theory of Change y. Lovell and Wiles y.

Implementation as a Change Process z Theory of Change y. Lovell and Wiles y. Lewin’s Force Field Analysis z Change Typologies y. Bennis y. Chin y. Mc. Neil z Resistance to Change z Improving Receptivity to Change

Lovell and Wiles z Leadership z Communication z Release of Human Potential z Problem

Lovell and Wiles z Leadership z Communication z Release of Human Potential z Problem Solving z Evaluation

Lewin’s Force Field Analysis z Driving Forces and Restraining Forces z Three Stage Change

Lewin’s Force Field Analysis z Driving Forces and Restraining Forces z Three Stage Change Process

Bennis’ Types of Change z Planned Change z Coercion z Interaction Change

Bennis’ Types of Change z Planned Change z Coercion z Interaction Change

Chin’s Change Strategies z Empirical-Rational z Normative-Reeducative z Power Strategies

Chin’s Change Strategies z Empirical-Rational z Normative-Reeducative z Power Strategies

Mc. Neil’s Complexity Typology z Substitution z Alteration z Perturbations z Restructuring z Value-Orientation

Mc. Neil’s Complexity Typology z Substitution z Alteration z Perturbations z Restructuring z Value-Orientation Changes

Resistance to Change z Lack of ownership z Lack of benefits z Increased burdens

Resistance to Change z Lack of ownership z Lack of benefits z Increased burdens z Lack of administrative support z Loneliness z Insecurity z Norm Incongruence z Boredom z Chaos z Differential Knowledge z Sudden wholesale change z Unique points of resistance

Improving Receptivity to Change z. Curriculum activity must be cooperative z. Some people like

Improving Receptivity to Change z. Curriculum activity must be cooperative z. Some people like to change; some people do not like to change z. Innovations are subject to change z. Proper timing is a key to increasing people’s receptivity to change

Curriculum Implementation Models z. Overcoming Resistance to Change (ORC) z. Organizational Development (OD) z.

Curriculum Implementation Models z. Overcoming Resistance to Change (ORC) z. Organizational Development (OD) z. Organizational Parts, Units, and Loops z. Educational Change Model

Overcoming Resistance to Change Model z. Ability to overcome staff resistance z. Power Equalization

Overcoming Resistance to Change Model z. Ability to overcome staff resistance z. Power Equalization z. Ownership and Commitment

Organizational Development Model z. Improve the organization’s problem solving and renewal process z. Emphasis

Organizational Development Model z. Improve the organization’s problem solving and renewal process z. Emphasis on teamwork and organizational culture z. Curriculum implementation is ongoing and interactive

Organizational Parts, Units, and Loops z. Likerts “Linking Pins” z. Argyris’ Organizational Learning

Organizational Parts, Units, and Loops z. Likerts “Linking Pins” z. Argyris’ Organizational Learning

Educational Change Model z. Fullen’s Factors Affecting Implementation

Educational Change Model z. Fullen’s Factors Affecting Implementation

Key Players z. Students z. Teachers z. Supervisors z. Principals z. Curriculum Directors z.

Key Players z. Students z. Teachers z. Supervisors z. Principals z. Curriculum Directors z. Curriculum Consultants z. Parents and Community