Relevant bibliographies by topics / Curriculum implementation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Curriculum implementation'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 June 2025

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Journal articles on the topic "Curriculum implementation"

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Ni, Laurentius, Ambros Leonangung Edu, and Ingrida Santiana. "Implementation of Independent Learning Curriculum in Elementary Schools." Jurnal Riset Multidisiplin dan Inovasi Teknologi 3, no. 01 (2025): 60–72. https://doi.org/10.59653/jimat.v3i01.1243.

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This research aims to: 1) Describe curriculum, curricular, co-curricular, and extra-curricular planning in implementing the independent learning curriculum at SDK Pagal I, Cibal District. (2) Describe the implementation of the curriculum, curricular, co-curricular, and extra-curricular in implementing the independent learning curriculum at SDK Pagal I, Cibal District. (3) Describe the evaluation of the curriculum, curricular, co-curricular, and extra-curricular in implementing the independent learning curriculum at SDK Pagal I, Cibal District. Through an in-depth case study approach, this research tries to delve into the depth of the issue using qualitative methods involving interviews, observation and documentation. The main respondents of this study were school principals and class I and IV teachers. 1) Independent curriculum planning at SDK Pagal I, Cibal District, has still not reached the maximum level. The main obstacle lies in the difficulty in planning co-curricular activities, where the teacher's lack of understanding and limited references are the main obstacles. 2) The implementation of the Independent Curriculum at SDK Pagal I has not reached the maximum level, especially in co-curricular activities. 3) Evaluation of the implementation of the Merdeka Curriculum at SDK Pagal I places more emphasis on aspects of the use of learning methods, use of learning media, availability of adequate facilities, and challenges in implementing co-curricular activities. Further efforts are needed to improve and enrich the implementation of the independent curriculum in these schools.
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Laurentius Ni, Ambros Leonangung Edu, and Ingrida Santriana Nice. "Implementation of the Merdeka Curriculum in Elementary Schools (Case Study at SDK Pagal I, Cibal District, Manggarai, East Nusa Tenggara, Indonesia)." JIMAD: Jurnal Ilmiah Mutiara Pendidikan 2, no. 4 (2024): 103–19. https://doi.org/10.61404/jimad.v2i4.341.

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This research aims to: 1) Describe the curriculum planning, curricular, co-curricular, and extracurricular activities in the implementation of the Merdeka Curriculum. 2) Describe the implementation of the curriculum, curricular, co-curricular, and extracurricular activities in the implementation of the Merdeka Curriculum. 3) Describe the evaluation of the curriculum, curricular, co-curricular, and extracurricular activities in the implementation of the Merdeka Curriculum. This study adopts a case study approach to explore the issue in depth using qualitative methods. The techniques employed include interviews, observations, and documentation. The main respondents in this study are the principal and teachers of Grade I and IV at SDK Pagal 1, Cibal District, Manggarai, East Nusa Tenggara. The planning of the Merdeka Curriculum at SDK Pagal 1, Cibal District, has not yet reached an optimal level. The main obstacle lies in the challenges of planning co-curricular activities, where a lack of teacher understanding and limited references are the primary issues. The implementation of the Merdeka Curriculum in this school has also not reached its full potential, particularly in co-curricular activities. The evaluation of the Merdeka Curriculum’s implementation focuses more on the aspects of teaching methods, the use of learning media, the availability of adequate facilities, and challenges in executing co-curricular activities. Therefore, further implications are highly necessary to enhance and enrich the implementation of the Merdeka Curriculum in the school.
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Olson, Ardis L., Jerold Woodhead, Roger Berkow, Nancy M. Kaufman, and Susan G. Marshall. "A National General Pediatric Clerkship Curriculum: The Process of Development and Implementation." Pediatrics 106, Supplement_1 (2000): 216–22. http://dx.doi.org/10.1542/peds.106.s1.216.

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Objective. To describe a new national general pediatrics clerkship curriculum, the development process that built national support for its use, and current progress in implementing the curriculum in pediatric clerkships at US allopathic medical schools. Curriculum Development. A curriculum project team of pediatric clerkship directors and an advisory committee representing professional organizations invested in pediatric student education developed the format and content in collaboration with pediatric educators from the Council on Medical Student Education in Pediatrics (COMSEP) and the Ambulatory Pediatric Association (APA). An iterative process or review by clerkship directors, pediatric departmental chairs, and students finalized the content and built support for the final product. The national dissemination process resulted in consensus among pediatric educators that this curriculum should be used as the national curricular guideline for clerkships. Monitoring Implementation. Surveys were mailed to all pediatric clerkship directors before dissemination (November 1994), and in the first and third academic years after national dissemination (March 1996 and September 1997). The 3 surveys assessed schools' implementation of specific components of the curriculum. The final survey also assessed ways the curriculum was used and barriers to implementation. Outcomes. The final curriculum provided objectives and competencies for attitudes, skills, and 18 knowledge areas of general pediatrics. A total of 216 short clinical cases were also provided as an alternative learning method. An accompanying resource manual provided suggested strategies for implementation, teaching, and evaluation. A total of 103 schools responded to survey 1; 84 schools to survey 2; and 85 schools responded to survey 3 from the 125 medical schools surveyed. Before dissemination, 16% of schools were already using the clinical cases. In the 1995–1996 academic year, 70% of schools were using some or all of the curricular objectives/competencies, and 45% were using the clinical cases. Two years later, 90% of schools surveyed were using the curricular objectives, 88% were using the competencies, 66% were using the clinical cases. The extent of curriculum use also increased. Schools using 11 or more of the 18 curriculum's knowledge areas increased from 50% (1995–1996) to 73% (1996–1997). Conclusion. This new national general pediatric clerkship curriculum developed broad support during its development and has been implemented very rapidly nationwide. During this period the COMSEP and the APA have strongly supported its implementation with a variety of activities. This development and implementation process can be a model for other national curricula.
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Veryawan, Veryawan, Rabitah Hanum Hasibuan, Anisaturrahmi Anisaturrahmi, et al. "Analysis of the implementation of the Merdeka curriculum with Pancasila-profiled learners in early childhood education." Aṭfālunā Journal of Islamic Early Childhood Education 6, no. 2 (2023): 81–95. http://dx.doi.org/10.32505/atfaluna.v6i2.6517.

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Merdeka curriculum is interpreted as a learning design that provides learning opportunities for children to learn with freedom and creative thinking, creating a generation of lifelong learners following the values of Pancasila. This research aims to analyze the implementation of the Merdeka curriculum with Pancasila-profiled learners in early childhood education. This research uses a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) with three steps: planning, conducting, and reporting the review. The procedure through stages is the development of a review protocol, definition of inclusion and exclusion criteria, literature search in predetermined databases, critical appraisal, data extraction, and information synthesis. The result shows that implementing the Merdeka curriculum with the Pancasila student profiled in early childhood education is carried out in intra-curricular, extra-curricular, and school culture learning, starting with understanding the Merdeka curriculum and learning outcomes. Future research might delve deeper into assessing the holistic impact of the Merdeka Curriculum's Pancasila-student profiling on various aspects of early childhood development beyond values integration, such as cognitive, social, and emotional growth.
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Neureuther, Brian D. "Implementation Of Enterprise Resource Planning In Business Curriculums." Review of Business Information Systems (RBIS) 9, no. 4 (2005): 7–12. http://dx.doi.org/10.19030/rbis.v9i4.4439.

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SAP, the most pervasive enterprise resource planning software package in the world, is currently being used in several universities across the US. The use of this software varies from institution to institution, primarily by the degree in which it permeates the business curriculum. From a personal perspective, the author seeks to examine why SAP is fully integrated in some curriculums and why it is sporadically used in other curriculums. The question of how SAP can be successfully implemented into the business curriculum is addressed and explained.
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NWABUAKU, Louis. "Understanding Curriculum Theory and Practice: A Commentary on David Pratt's (1980) Assertion on Curriculum Implementation as a Great Barrier Reef." International Journal of Research in Education and Sustainable Development 5, no. 3 (2025): 1–7. https://doi.org/10.5281/zenodo.15111408.

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<em>This paper presents a critical discourse that is essential for understanding David Pratt's 1980 assertion that curriculum implementation functions as a significant barrier, akin to a great barrier reef. It employs an explanatory approach to explore the relationship between curriculum theory and practice, as well as how perceptions of curriculum implementation may hinder the realization of effective curriculum designs and innovations. Additionally, the paper offers guidelines to overcome the obstacles posed by misguided implementation ideologies, which can impede the achievement of goals set by curriculum designs or innovations. Consequently, this paper will serve as a valuable resource for researchers focusing on the challenges of curriculum implementation.</em>
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Yanti, Yus Meri. "Implementation of the Independent Learning Curriculum for Students." PPSDP International Journal of Education 3, no. 2 (2024): 354–65. http://dx.doi.org/10.59175/pijed.v3i2.253.

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Independent Curriculum is a curriculum with diverse intra-curricular learning where students can have enough time to deepen their competencies. Teachers can choose various learning tools based on students’ learning needs and interests. The implementation of the independent learning curriculum aims to revolutionize the education system by encouraging student-based learning and increasing educational flexibility. This paper discusses the impact of the independent learning curriculum on students, focusing on learning outcomes, student engagement, and the role of teachers. Through a qualitative research approach with interviews and observations, this study examines students’ perceptions of curriculum change and adaptation to the new educational framework. The research findings show that the independent learning curriculum encourages active participation, critical thinking, and creativity of students, despite challenges such as teacher readiness and inadequate infrastructure. This study confirms that the independent learning curriculum can promote a responsive and inclusive educational environment that is tailored to the needs of 21st-century learners.
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Yunitasari, Dukha, I. Wayan Suastra, and I. Wayan Lasmawan. "Implementation challenges of merdeka curriculum in primary schools." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 11, no. 4 (2023): 952. http://dx.doi.org/10.33394/j-ps.v11i4.8079.

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The aim of this study is to explain the implementation challenges of merdeka curriculum in primary school. The 47 articles were identified to discuss the understanding of merdeka curriculum, to know the merdeka curriculum challenges, and to overcome the challenges. The implementation of the Merdeka Curriculum in Indonesian primary schools presents a number of obstacles, including teacher comprehension of the curriculum, habituation, quality of education, implementation of specific subjects, and teacher preparedness. To ensure a correct understanding of the curriculum and the formation of appropriate habits in teachers, institutions, and students, policymakers should establish effective communication with teachers. Teacher preparation programs that emphasize differentiated learning can prepare educators to implement the Merdeka Curriculum. Integrating values-based learning programs and employing a well-structured educational management flow can also enhance the character education component and optimize the curriculum implementation. In addition, workshops and readiness-raising initiatives can improve teachers' mental and intellectual preparedness for the new curriculum's changes and challenges. By addressing these obstacles, the implementation of the Merdeka Curriculum in Indonesian primary schools can be made more effective, thereby augmenting the quality of education offered to Indonesian students.
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Daud, Darmawan, Muhammad Nasir, and Moh Salehudin. "Manajemen Pengembangan Kurikulum Pesantren Mu’Adalah (Studi Kasus Pada Satuan Pendidikan Mu’allimin Pondok Pesantren Trubus Iman Tanah Grogot)." Journal on Education 6, no. 4 (2024): 20732–47. http://dx.doi.org/10.31004/joe.v6i4.6187.

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The policy on developing the mu'adalah pesantren curriculum as outlined in the Regulation of the Minister of Religious Affairs of the Republic of Indonesia number 31 of 2020 emphasizes the importance of being tailored to the characteristics of each pesantren. Management, which consists of planning, implementation, and evaluation, is a crucial aspect of this process. This has a significant impact on the students. The management of the mu'adalah pesantren curriculum development at Trubus Iman Islamic Boarding School focuses on planning, implementation, and evaluation. The Planning of the Mu'adalah Pesantren Curriculum Development refers to the vision and mission of Trubus Iman Islamic Boarding School by enriching the curriculum content that integrates knowledge, faith, and practice. There is a close integration between religious and general knowledge in the curriculum, which is designed in the context of intra-curricular, extra-curricular, and co-curricular activities. The Implementation of the Mu'adalah Pesantren Curriculum Development begins with a curriculum orientation stage for the subject teachers. The mu'adalah curriculum program is developed by adopting learning processes inside and outside the classroom, reflecting the characteristics of Trubus Iman's integrative, comprehensive, and independent education system. The Evaluation of Curriculum Development involves supervision activities that include guidance, monitoring, and controlling the implementation of the curriculum.
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Hunkins, Francis P., and Allan C. Ornstein. "Curriculum Innovation and Implementation." Education and Urban Society 22, no. 1 (1989): 105–14. http://dx.doi.org/10.1177/0013124589022001011.

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Dissertations / Theses on the topic "Curriculum implementation"

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Molapo, Moyahabo Rodgers. "How educators implement curriculum change." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60963.

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This qualitative, exploratory study aims to understand how grade three educators in Limpopo, South Africa, approach the curriculum implementation. The study recognizes the National Curriculum Statements (NCS) as the core curriculum guideline for basic education in South Africa and that the Curriculum and Assessment Policy (CAPS) offers practical implementation guidelines and directives to the NCS. Triangulated data collection techniques, involving interviews, classroom observations and document analysis, were employed to gather information. In an effort to understand the daily realities educators experience in their implementation of curriculum changes, Rogan and Grayson?s (2003) theory of curriculum implementation was applied to nine case studies. The Atlas.ti software package was used to analyse data. The analysis of data revealed that inconsistencies existed between the optimistic? view of the Department of Education to improve curriculum implementation despite continuously changing the curriculum, and the pessimistic? scenario where educators consistently speak of obstacles to curriculum implementation. The main findings of the study show that CAPS implementation is hampered by inadequate training of teachers, poor understanding of curriculum reforms, poor involvement of educators in the curriculum development processes, poor resources and work overload. The study argues for the necessity to stabilize curriculum changes given the associated implementation challenges of policy overload within the South African education system. The study further shows that in the highly politicized education context of South Africa, curriculum implementation takes a back seat to institutional political machinations.<br>Dissertation (MEd)--University of Pretoria, 2016.<br>Education Management and Policy Studies<br>MEd<br>Unrestricted
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Koosimile, Anthony Tsatsing. "Science curriculum implementation in Botswana." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/9794/.

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Nevenglosky, Erica. "Barriers to Effective Curriculum Implementation." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5235.

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An administration of a private school located in the south reported the problem of a lack of curriculum fidelity to a new phonics program, which created a need to identify barriers preventing full curriculum implementation. Using the concerns-based adoption model (CBAM) as the conceptual framework, this qualitative case study identified concerns and barriers teachers report when implementing a new curriculum and used the. Data were collected from 10 participants (8 teachers and 2 administrators) through a questionnaire, interviews, and observations. Participants were interviewed to identify any barriers experienced with curriculum fidelity of a new phonics program. Teachers were observed to determine which components of the curriculum were present in or omitted from their lessons. Participants completed a questionnaire to determine their levels of concern when asked to implement a new curriculum. Results indicated that teachers required additional information before the expected implementations occur and an understanding of demands on their personal time. Common themes showed a desire for professional development (PD), peer-collaboration, and access to curriculum resources, which served as the basis for the project. The resulting project integrated PD to address concerns connected to reoccurring themes. Implications for social change include change at a systematic level by providing administrators with data to support teachers during curriculum changes and substantiation for the benefits of understanding concerns prior to a change for improving curriculum fidelity.
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Blatherwick, Mary Louise. "Teacher preparation for art curriculum implementation." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/26375.

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This study addresses the question of how well prepared are elementary teachers in British Columbia to implement the New Elementary Fine Arts Curriculum Guide/Resource Book. Through questionnaires and interviews conducted with elementary teachers in a large Lower Mainland school district and university elementary art methods course instructors at three universities in British Columbia, it was possible to identify and discuss some of the educational factors that influence curriculum implementation in art. This study offers recommendations to promote a more unified approach to implementation by the Ministry of Education, curriculum committees, teacher educators and teachers, to ultimately improve the art education that is offered to elementary school students.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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Warren, Stan, and n/a. "Principal facilitator behaviour in curriculum implementation." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20061109.175407.

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In the past ten years the emergence of studies in the area of effective schools has focused a good deal of attention on the role adopted by principals in the process of change. Few can deny the importance of this role in the development and implementation of new/changing curriculum statements. This is especially noticeable in schools that are part of a large 'centralised' system. This study is concerned with the role adopted by four principals in schools in Wollongong N.S.W. where a new syllabus in Writing K-6 was being implemented. It examined the implementation activities used and then focused specifically on the role adopted by the principal in that process.1 To enable the success or otherwise of the implementation activities to be identified, the C-BAM techniques developed by Hall, Hord et al were modified and used. The role adopted by each of the four principals was then considered in an effort to identify the contribution it made to the implementation activities. The findings suggest that the principal does play a significant role in Curriculum Implementation and that he/she needs additional skills and understandings to enable the process used to be successful. It is recommended that the C-BAM techniques would be one useful tool that principals could use.
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Rock, Terryl. "edTPA Implementation Consultation." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6035.

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Mucavele, Simao. "Factors influencing the implementation of the new basic education curriculum in Mozambican schools." Thesis, Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-04272009-095504.

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Langa, Phakama Perry Macmillan. "Assessment of the implementation of the National Certificate (Vocational) plant production modules." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2359.

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From 2010, the South African vocational skills education is offered by the Department of Higher Education and Training (DHET) through the Technical Vocational Education and Training (TVET) colleges. TVET colleges need to be transformed in order to empower young learners with the skills required by the various sectors of the economy. The purpose of this study was to assess the implementation of the National Certificate (Vocational) Plant Production module in Training and Vocational Education and Training (TVET) Colleges. The sample for this study is concurrent triangulation whereby complementary methods of data sources were brought together to offset each other‘s weaknesses. The sample for this study consisted of participants from three TVET colleges: one deep rural, one semi-rural/semi-urban and one urban in terms of geographical location. A total of 18 participants were interviewed: 2 subject advisors engaged by the colleges, 1 lecturer from college A, 3 lecturers from college B, 2 lecturers from college C, 4 graduates from college B, 3 graduates from college C and 3 employers .Research design for this study has features of both a survey and a case study. The mixed-method approach was applied using document analysis, questionnaires and interviews for data collection. The researcher found out that there is a disparity between the Plant Production guidelines and their implementation and assessment. Among the main reasons for failure to implement the guidelines properly are poor or inadequate infrastructure for doing practical work, high rate of student absenteeism within the investigated categories, and the high drop-out rate at Levels 2–4. To minimize the challenges in offering the Plant Production module, the study recommends that since some colleges cannot afford purchasing large sizes of land to properly implement the Plant Production guidelines, the government and the DHET should link the Primary Agriculture training to the land reform program where students can be trained under the land reform program.
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Rasebotsa, Daniel. "How curriculum advisors and school management teams communicate curriculum changes in schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62903.

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In South African schools and in other schooling systems, curriculum implementation and management poses a challenge. The purpose of this qualitative case study located within an interpretive paradigm was to explore how curriculum advisors and School Management Teams (SMTs) communicate curriculum changes to schools in the Gauteng North District in Gauteng Province. Purposive sampling was employed to select twelve participants: four curriculum advisors and eight SMT members from two primary schools. Data were collected by means of semi-structured interviews. The findings of this study show that while communication occurs between curriculum advisors and SMTs, there are certain challenges. These include lack of clarity on what needs to be changed, poor planning and time management, lack of coordination in communicating the changes and communication barriers related to the use of written messages. It was evident that implementation of curriculum changes requires supportive and open communication between the curriculum advisors, SMTs and other educators. Strategies for enhancing communication comprise planning for change, effective communication and the provision of feedback to confirm that messages are interpreted as intended. It was therefore recommended that adequate time be given to communicate the changes, communication be planned and coordinated to reduce conflict of activities and clear communication channels, trusting relationships and open lines of communication that include the use of technology be established.<br>Dissertation (MEd)--University of Pretoria, 2017.<br>Education Management and Policy Studies<br>MEd<br>Unrestricted
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Labane, Nokubonga. "Planning and managing curriculum implementation in rural schools: an investigation." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/998.

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Fleisch (2002) and Jansen and Christie (1999) hold that implementation of the national school curriculum in post-apartheid South Africa was riddled with uncertainties, ineffective classroom management and a general lack of academic performance by learners, mainly as a result of inadequate training and support (SMTs) to support the implementation process through proper planning and subsequent management of the implementation (Rogan and Grayson, 2003:1172-1195). Middlewood (2003a: 66- 68) thus assigns the primary responsibility of planning, managing and overseeing the curriculum implementation process to the SMT. Research problem and question 1 In the context of this study, the School Management Team (SMT) includes the school principal, the deputy-principal and the head(s) of department(s) or senior teachers. 4 for teachers in the classroom. Having considered the above essential aspects related to curriculum implementation, there is thus reason to be concerned about the effectiveness of curriculum implementation in South African schools, specifically in rural schools. Due to their remoteness, limited resources, and fluctuating quality of teacher expertise, these schools are often more challenged in terms of curriculum implementation (Delport and Mangwaya, 2008:224). Although there are many factors affecting the (in)effectiveness of implementation, this study regards a school’s curriculum implementation plans and the subsequent management of these implementation plans as crucial to ensuring successful implementation of a new curriculum. The central research problem that guided this study thus relates to the planning and subsequent management of curriculum implementation at school level. The above problem has culminated in the formulation of the following research question: How do selected rural schools plan and manage curriculum implementation?.
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Books on the topic "Curriculum implementation"

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Study, Manitoba Curriculum Implementation. Curriculum implementation in Manitoba. Manitoba Education, Planning and Research Branch, 1985.

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Mkpa, M. A. Curriculum development and implementation. Totan Publishers, 1987.

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Hayes, Jacobs Heidi, and Association for Supervision and Curriculum Development., eds. Interdisciplinary curriculum: Design and implementation. Association for Supervision and Curriculum Development, 1989.

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Wong, Katherine M. Curriculum implementation in Manitoba: Literature review. Manitoba Education, 1985.

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Floyd, Boschee, and Whitehead Bruce M, eds. Curriculum leadership: Development and implementation. SAGE Publications, 2006.

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Lee, Linda E. Curriculum implementation in Manitoba: Case studies. Manitoba Education, 1985.

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1956-, Harris Michael, and Hill Reinhold R, eds. The learner-centered curriculum: Design and implementation. Jossey-Bass, 2012.

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Olsen, Karen. ITI classroom stages of implementation: Assessing implementation of brain-compatible learning. Susan Kovalik & Assoc., 1994.

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Pang, Vincent. Curriculum evaluation: An application in a smart school curriculum implementation. Universiti Malaysia Sabah, 2005.

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Ogah, M. E. U. Fundamentals of curriculum development, implementation and instruction. Snaap Press, 2009.

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Book chapters on the topic "Curriculum implementation"

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King, Louise Elisabeth. "Curriculum Implementation." In Australian Transnational Vocational Education. Springer Nature Singapore, 2024. https://doi.org/10.1007/978-981-96-0978-9_3.

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Henry, Sauntson. "Curriculum implementation 1: curriculum enactment." In Essential Guides for Early Career Teachers: Understanding Your Role in Curriculum Design and Implementation. Routledge, 2025. https://doi.org/10.4324/9781041055525-6.

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Wood, Meena Kumari, and Nick Haddon. "Implementation: Curriculum pathways." In Secondary Curriculum Transformed. Routledge, 2020. http://dx.doi.org/10.4324/9781003022534-20.

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Henry, Sauntson. "Curriculum implementation 3: assessing the curriculum." In Essential Guides for Early Career Teachers: Understanding Your Role in Curriculum Design and Implementation. Routledge, 2025. https://doi.org/10.4324/9781041055525-8.

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Moore, Melanie. "Implementation and Evaluation." In Curriculum Simplexity: A Practical Guide for Developing Your Primary Curriculum. Routledge, 2024. http://dx.doi.org/10.4324/9781003486589-24.

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VanTassel-Baska, Joyce, and Ariel Baska. "Curriculum Management and Implementation." In Curriculum Planning & Instructional Design for gifted learners, 3rd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003234050-14.

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Eckstein, Grant, Norman W. Evans, K. James Hartshorn, and Benjamin L. McMurry. "Program-Wide Implementation." In Curriculum Development for Intensive English Programs. Routledge, 2022. http://dx.doi.org/10.4324/9781003306122-10.

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van Moergestel, Leo, Ander de Keijzer, and Esther van der Stappen. "Implementation of an ICT Curriculum." In Information and Communication Technologies in Education, Research, and Industrial Applications. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69965-3_7.

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Mamlok-Naaman, Rachel. "Curriculum Implementation in Science Education." In Science Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-749-8_15.

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Callahan, Carolyn M. "Curriculum Implementation, Management, and Assessment." In Introduction to Curriculum Design in Gifted Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003235842-14.

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Conference papers on the topic "Curriculum implementation"

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Maisyaroh, Bambang Budi Wiyono, Sri Untari, et al. "Assessment of E-Pocketbooks for Curriculum Management: Insights from Freedom to Learn Curriculum Implementation in University Laboratory Schools." In 2024 10th International Conference on Education and Technology (ICET). IEEE, 2024. https://doi.org/10.1109/icet64717.2024.10778475.

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Rota, Alberto, Ke Fan, and Elena De Momi. "Implementation and Assessment of an Augmented Training Curriculum for Surgical Robotics." In 2024 IEEE International Conference on Robotics and Automation (ICRA). IEEE, 2024. http://dx.doi.org/10.1109/icra57147.2024.10610411.

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Khuluqo, Ihsana El, Istaryatiningtias, and Eva Syarifah. "Evaluation Implementation Curriculum 2013." In 1st Annual International Conference on Natural and Social Science Education (ICNSSE 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210430.038.

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Setiawan, Ananda, Trisno Martono, and Gunarhadi Gunarhadi. "The Implementation of Curriculum:." In 2nd International Conference on Economic Education and Entrepreneurship. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006881200920100.

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Li, Wei. "Challenges and Responses: Subjects of Curriculum Implementation under Micro-Curriculum." In CIPAE 2021: 2021 2nd International Conference on Computers, Information Processing and Advanced Education. ACM, 2021. http://dx.doi.org/10.1145/3456887.3456965.

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Yuwono, Imam. "Evaluation of Curriculum Implementation and Curriculum Modifications in Inclusive Schools." In Proceedings of the 1st International Conference on Creativity, Innovation and Technology in Education (IC-CITE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iccite-18.2018.24.

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Jushchyshyn, Nick, Timothy McLaughlin, and Morgan Woolverton. "Approaches for immersive media curriculum implementation." In SIGGRAPH '19: Special Interest Group on Computer Graphics and Interactive Techniques Conference. ACM, 2019. http://dx.doi.org/10.1145/3326542.3328014.

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Sagita, Sylva, and Anna Permanasari. "The Implementation of COVID-19 Curriculum." In 5th Asian Education Symposium 2020 (AES 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210715.079.

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Pennington, Leighann. "Curriculum Implementation for Equitable Learning Opportunities." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1691059.

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Badu, Tri Kurnia, Syafa Lisaholit, Vivi Rahim Hentihu, et al. "2013 Curriculum Implementation in Physical Learning." In 11th Annual International Conference on Industrial Engineering and Operations Management. IEOM Society International, 2021. http://dx.doi.org/10.46254/an11.20210774.

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Reports on the topic "Curriculum implementation"

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Beedle, Christopher. Curriculum Implementation. Office of Scientific and Technical Information (OSTI), 2022. http://dx.doi.org/10.2172/1866929.

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McNeil, Nathan, and Keith Bartholomew. Community Transportation Academy: Course Curriculum and Implementation Handbook. Transportation Research and Education Center (TREC), 2022. http://dx.doi.org/10.15760/trec.280.

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Dailey, Jeffrey F., Susan D. Gavin, Jason Krueger, et al. High Altitude Ballooning into Undergraduate STEM Curriculum: Preparing for Widespread Implementation. Iowa State University. Library. Digital Press, 2012. http://dx.doi.org/10.31274/ahac.8343.

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Burge, L. L., and Jr. A Computer Engineering Curriculum for the Air Force Academy: An Implementation Plan. Defense Technical Information Center, 1985. http://dx.doi.org/10.21236/ada156464.

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Ferris, Jennifer. The Design, Implementation, Assessment, and Evaluation of a Power Systems Protection Laboratory Curriculum. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1622.

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Lapcha, Haidar, and Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/creid.2021.002.

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Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stakeholder engagement. The aim is to share these learnings with programme managers, donors and partners to help inform future interventions and curricula development on effective approaches and models for improved quality education.
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Cutler, Kelly. Making Race Matter: Interrupting Racial Color-blindness in Education Through the Implementation of Anti-racist Curriculum. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7368.

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Cassity, Elizabeth, Jennie Chainey, and Debbie Wong. Teacher development multi-year study series. Timor-Leste: Final report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-673-4.

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The Australian Government is supporting the Government of Timor-Leste in education through the Partnership for Human Development (PHD) and Apoiu Lideransa liuhosi Mentoria no Apredizajen (ALMA). ALMA supports the Ministry of Education, Youth and Sport (MoEYS) to develop teacher professional learning, particularly in support of its major reform of rolling out and implementing the National Basic Education Curriculum (new curriculum) across schools in Timor-Leste. Under the Teacher Development Multi-Year Study for Timor-Leste (the Study), the Education Analytics Service (EAS) is investigating how ALMA is making a difference to these teaching and learning outcomes. The new curriculum was developed in 2013 as a staged approach for pre-school to grade 6 with a focus on improving literacy and numeracy, as well as reducing student drop out. As presented in this Final Report, there are a number of findings that provide insight into the extent to which teaching practices and student learning outcomes are changing with ALMA’s support of school leaders and teachers and the implementation of the new curriculum. Results from the three years of data collection suggest that the ALMA program has been effective in strengthening elements of teaching quality, curriculum implementation and student learning outcomes.
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Komba, Aneth, and Richard Shukia. An Analysis of the Basic Education Curriculum in Tanzania: The Integration, Scope, and Sequence of 21st Century Skills. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/129.

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This study generated evidence on whether or not the basic education curriculum is geared towards developing problem-solving, collaboration, creativity, and critical thinking skills among those who graduate from the basic education system. It was informed by a mixed methodology research approach. The data were collected using interviews and documentary review. The findings reveal that the intention to promote 21st century skills through the basic education system in Tanzania is clear, as it is stated in various policy documents, including the Education for Self-Reliance philosophy, the 2014 Education and Training Policy and the National Curriculum Framework for Basic and Teacher Education. Furthermore, these skills are clearly reflected in every curriculum and syllabus document, yet those who graduate from the basic and advanced secondary levels are claimed to lack these skills. This suggests a variation between the enacted and the intended curriculum. We conclude that certain system elements are weak, and hence threaten the effective implementation of the curriculum. These weak system elements include limited finance, a teacher shortage, and the lack of a teacher continuous professional development programme. This research suggests that due consideration should be given to provision of the resources required for the successful implementation of the curriculum. These include, allocation of sufficient funds, the employment of more teachers and the provision of regular continuous professional development for teachers as a way to strengthen the system elements that we identified.
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McElhaney, Kevin, Rochelle Urban, Danae Kamdar, Anthony Baker, KellyAnn Tsai, and Jeremy Roschelle. Practitioner-reported Needs for Enacting, Implementing, and Adopting OpenSciEd Curriculum Materials. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/215.

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OpenSciEd curriculum materials and professional learning resources are Creative Commons licensed, freely available, and aligned with the Next Generation Science Standards (NGSS). This report offers direction to researchers, practitioners, policymakers, and developers by identifying OpenSciEd practitioners’ most urgent needs, the factors driving these needs, promising approaches for addressing these needs, and implications for OpenSciEd-enabled research. We gathered survey responses from 155 teachers and leaders and conducted focus group interviews with 28 of the survey respondents. Our analysis indicated three broad challenge areas related to district adoption and implementation, classroom enactment and engagement, and obtaining evidence of NGSS-based student outcomes. We also identified seven themes related to supporting OpenSciEd practitioners through research, development, and innovation: (1) access to and benefits of professional learning, (2) supporting teacher agency, collaboration, and management, (3) improving teacher capacity to enact OpenSciEd, (4) meeting students’ needs, (5) shifting classroom culture, (6) enabling formative assessment practices, and (7) access to assessment resources. Notably, professional learning and other supports for teachers appear to address root causes of many challenges experienced by practitioners. More generally, we see a need for research that would elaborate how adoption and implementation of OpenSciEd could drive system-level change in science education.
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