Year: 1995
Author: Macpherson, Ian, Aspland, Tania, Elliott, Bob, Proudford, Christine, Shaw, Leonie, Thurlow, Greg
Type of paper: Abstract refereed
Abstract:
This paper presents a view of curriculum leadership which recognises that all teachers can exercise curriculum leadership by proposing ideas, assisting in the interpretation of broad policy documents and developing materials or local policy initiatives. Indeed, any initiative which leads to more effective learning and teaching may be regarded as curriculum leadership.
This view of curriculum leadership developed from a 1994 study which led to a number of propositions about curriculum leadership in such areas as the ways in which teachers think about effective learning and teaching; the social climate within a school or learning setting; and the organisational structure of that school/setting.
As a means of developing these propositions into a model of curriculum leadership for effective learning and teaching, a number of teachers at a small number of school sites were invited during 1995 to produce narratives about their experiences in relation to curriculum leadership.
The model of curriculum leadership for effective learning and teaching is presented as a means of celebrating the centrality of teachers as curriculum leaders both now and in the future. In addition, the research approach and methodology used to develop the model are outlined.
The research reported in this paper used a critical collaborative action research approach and, in particular, a narrative methodology for the collection of data.
This view of curriculum leadership developed from a 1994 study which led to a number of propositions about curriculum leadership in such areas as the ways in which teachers think about effective learning and teaching; the social climate within a school or learning setting; and the organisational structure of that school/setting.
As a means of developing these propositions into a model of curriculum leadership for effective learning and teaching, a number of teachers at a small number of school sites were invited during 1995 to produce narratives about their experiences in relation to curriculum leadership.
The model of curriculum leadership for effective learning and teaching is presented as a means of celebrating the centrality of teachers as curriculum leaders both now and in the future. In addition, the research approach and methodology used to develop the model are outlined.
The research reported in this paper used a critical collaborative action research approach and, in particular, a narrative methodology for the collection of data.