Chapter 10- Curriculum Implementation
Nature of Implementation
Relationship to Planning
Incrementalism Communication Support
Implementation as a Change Process
Theory of Change
Lovell and Wiles Lewins Force Field Analysis
Change Typologies
Bennis Chin McNeil
Resistance to Change Improving Receptivity to Change
Lovell and Wiles
Leadership Communication Release of Human Potential Problem Solving Evaluation
Lewins Force Field Analysis
Driving Forces and Restraining Forces Three Stage Change Process
Bennis Types of Change
Planned Change Coercion Interaction Change
Chins Change Strategies
Empirical-Rational Normative-Reeducative Power Strategies
McNeils Complexity Typology
Substitution Alteration Perturbations Restructuring Value-Orientation Changes
Resistance to Change
Lack of ownership Lack of benefits Increased burdens Lack of administrative support Loneliness Insecurity Norm Incongruence Boredom Chaos Differential Knowledge Sudden wholesale change Unique points of resistance
Improving Receptivity to Change
Curriculum activity must be cooperative Some people like to change; some people do not like to change Innovations are subject to change Proper timing is a key to increasing peoples receptivity to change
Curriculum Implementation Models
Overcoming Resistance to Change (ORC) Organizational Development (OD) Organizational Parts, Units, and Loops Educational Change Model
Overcoming Resistance to Change Model
Ability to overcome staff resistance Power Equalization Ownership and Commitment
Organizational Development Model
Improve the organizations problem solving and renewal process Emphasis on teamwork and organizational culture Curriculum implementation is ongoing and interactive
Organizational Parts, Units, and Loops
Likerts Linking Pins Argyris Organizational Learning
Educational Change Model
Fullens Factors Affecting Implementation
Key Players
Students Teachers Supervisors Principals Curriculum Directors Curriculum Consultants Parents and Community