This paper serves to examine and analyze the change process of implementing CCE (Character and Citizenship Curriculum) in one of the MOE CCE Pilot Schools in 2012. In doing so, the analysis will scrutinize the change process and outcome of implementation against the theoretical lens offered by Garry Hoban’s change frame, Michael Fullan’s factors for implementation and insights into change, as well as Evan’s substance of change. Using these theories to interpret the variables that affect the process and outcome of change, I hope to evaluate the importance of the complexity paradigm in the context of school change. In other words, this analysis on implementation of CCE Curriculum will attempt to examine the traditional linear and mechanistic approach towards school change against a post modernist social and school reality that could not simply be managed or controlled in a reductionist manner. As one of the MOE CCE Pilot Schools in 2012, my former school, which would be referred to as “school”, embarked upon a project to re-interpret school values and develop school-based CCE curriculum in line with MOE core values of Respect, Responsibility, Resilience, Integrity, Care and Harmony (MOE, 2014) with the aid of colleagues from MOE CCE Branch. The intention was to unpack the school values, which could then provide directions to the development of school-based CCE curriculum. As a new initiative without any precedence due to Singapore’s past emphasis on citizenship rather than moral values (Young, 2004), the scope of intellectual work involved was challenging. And the difficulties were exacerbated by the absence of literature and research insights. Hence, the primary task of developing and unpacking school values was done with li... ... middle of paper ... ... complex school environment would have an adverse effect on the change itself. In sum, my experience with the implementation of CCE Curriculum taught me that effective school change could not be done in isolation without consideration to all the change frames, a theme that was explored in depth by Hoban. (Hoban, 2002) It would also depend on the interactions between the different change frames. (Hoban 2002) Hence, change has to be implemented systemically considering all that complexity in a school because it would not work unless all the components of the school system worked in unison. And as we stepped into the world of post-modernity, rationality and scientific laws could not always control or predict human actions, school change then has to respect the diversity inherently in human action by working with the teachers at all possible levels of interactions.
Connected to this theme is the development of a shared, lived experience, where students and teacher are involved in an ongoing negotiation of curriculum. In the first 13 chapters, Paley’s central focus is to develop a learning community within the safety of the classroom. In the second half of her book, Paley illustrates how the combination of these two themes in turn offers an opportunity for what we call an opening up of the definition of curriculum. This review is an analysis of these three themes within the organizational framework of Paley’s book. The theme of children and teachers as co-creators of curriculum is established in the first chapter when Paley says, “Each year I wait to be reawakened by a Reeny … something to ponder deeply and expand upon extravagantly” (p.10). Reeny responds to this call by asserting herself early on as a curriculum leader in Paley’s classroom. Because children themselves are curriculum makers and leaders, curriculum cannot be imposed upon the learner. Ultimately, this opening up of the discussion of what curriculum means is established by Reeny in the last lines of the book when she announces: “But I’m thinking, why don’t you stay and we’ll talk about it. Don’t fly away. See we can keep talking about it, okay?” (p. 99). It is in Reeny’s utterance that we understand—the curriculum conversation must necessarily begin with students’
Furthermore, students should understand that change is consistent and the world will not operate the same way it did years ago. Understanding change allows one to pre...
Labaree discusses how the United State’s education is in a school syndrome, as people in America want schools to teach society’s ideals as well as let people express their individuality. These two demands are polar opposites that cannot be achieved. As the focus goes towards balancing these in hopes of improving society as a whole, the bettering of actual student learning is put on pause. Labaree talks about the beginning of education reform, in the 19th century, being the most successful in developing society; however, as education reform continued throughout time, its effectiveness wore off. He then addresses how the desire for education reform is more about improving society than it is about learning. He finishes his argument by providing possible solutions to fixing this problem, but states that fixing this problem will never happen because no one is willing to give up both demands. Overall, Labaree goes in wonderful detail explaining the problems of education reform. What made me choose this article was that he addressed the desire that people have on school systems in promoting both society normality and individuality. This correlates well with my topic in whether public school systems promote conformist ideals or individuality.
“Once a teacher has identified an opening in the curriculum for exploring a moral value, the next step is to plan an effective lesson or unit around that value. That means selecting good materials (Lickona, 1991, p. 170)”. I feel this book is exactly that, a riveting story that can expose students to great moral values.
Value statements are being developed in schools which are used in their policies and their code of ethics. Many of these values reflect a broader value of restorative justice, which includes respect, truthfulness, dependability, self-control, self-discipline, acceptance, responsibility and accountability.
This essay aims to give an in-depth analysis of strategies by applying Kotter’s Eight Stage process framework on how change can be implemented successfully. It will further discuss reactions and resistance to the planned changes that one may encounter from staff and parents.
In one article, Novinger & O’Brien (2003) asks why early childhood teachers are forced to teach “largely irrelevant, fragmented, meaningless curriculum in the name of school reform a meeting state and/or national standards” (p. 3). They talk in this article about how early childhood teachers should be able to provide curriculum that includes both state-based curriculum along with pedagogical ideas and beliefs to better their lessons. Teachers can elaborate on strict curriculums by asking themselves questions from a critical pedagogues outlook and use those views to provide a detailed and more dominant lesson to allow children to have a better educational experience (Novinger & O’Brien, 2003). Until recently, early childhood education was not affected by Critical Pedagogy. Now, Critical Pedagogues believe that problems in early childhood education must be discussed. Some issues include the importance of early childhood education and who exactly the rule makers are. Our society has become diverse in many ways including culturally, socially and ethnically. Children come from various types of households which requires educators to maintain up to date practices and educational lessons that include a range of different types of children. It is very important for teachers in early childhood education to veer away from unfair educational plans that dismiss children from
Character education has been defined in many ways and through the review of research literature; many of the definitions amongst them share mutual premises. In John Hoge’s research study about character and citizenship education and the social studies, he defined character education as, “any conscious or overt effort to influence the development of desirable individual qualities or traits” (Hoge, 2002). The schools that were included in a study conducted by Paul Dovre in 2007 were deemed to be National Schools of Character. According to his research, they “exemplified Character Education Pa...
the values, commitments and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as educator’s own professional growth. Dispositions are lead by beliefs and attitudes connected to values such as caring, fairness, honesty, responsibility, and social justice. (p. 53)
It is said that “Character education promotes core ethical values as the basis of good character.” This means that some values which include caring, honesty, fairness, responsibility, and respect for self and others are all essential to building character education. The hope is that schools that implement character education programs look at these values as obligations for the student to uphold.
According to Ornstein and Hunkins (2013), there are three factors that help make a curriculum implementation successful: people, programs, and process. The one factor that keeps the three factors together is communication. Communication is essential to making a curriculum change. Communication can be spoken, written, or seen. Leaders need to communicate with teachers and society to implement the curriculum. Along with communication there are five guidelines of change (Ornstein & Hunkins, 2013):
The aim of education is to prepare students as contributing members in a productive society. The essential core values of knowledge, skills, critical thinking capability, and citizenship help students grow into adults who contribute positively to the community. I believe that education’s focus on teaching content matter leads to the development of well-rounded knowledge and skills in reading, writing, speaking, computing, thinking, science, and the social world in which we live. Specific content knowledge in these disciplines contributes to equity in education. Such knowledge becomes an internal asset for an individual and is priceless. Studen...
Starting with his first stage establishing a sense of urgency, I have reflected upon situations within my school and identified areas that should be changed such as the addition of study skills lessons for students new to a laptop program and online learning. Following that identification, I put together a team, which for Kotter, is creating the guiding coalition, and that team is the people that I knew could be dependable leaders and team players to support the change I wanted to implement. The third and fourth components to Kotter’s stages involve developing a vision and the steps to achieve that vision as well as a plan for sharing the vision with the community. I used these stages to clarify for others where we were heading and how we were going to get there. It was important to communicate that which teachers and students would be affected by the implementation of the lessons and the expected out come after they were introduced. The achievement of the next stage for making the change required the empowering of broad based action where I planned for providing my affected teachers and staff with professional development to help everyone to feel more at ease with the new expectation. I also took to heart generating short-term wins and building upon those to increase support and the momentum building with the change. The teachers were taking on a new
John W. Gardner said, “Much education today is monumentally ineffective. All too often we are giving young people cut flowers when we should be teaching them to grow their own plants.” Education today is very ineffective. It is in an in between phase of the ways of old and a time of complete reform. The main issue is that people often lose sight of why the education system should even be reformed. It shouldn’t be reformed because “that’s what everyone else is doing.” It needs to be reformed to bridge the gap for the students who have a different learning style. It should be reformed to expand knowledge for students. Education reform can have good and bad effects. Because the education system is very complex, educators are being faced with changes and they must decide what is best for students.
Values, norms and culture are essential to society’s survival. Roles and standards give groups within a society structure and allow members to know what’s expected of them, socially. As a teacher, parent or leader of a group, you’re expected to teach the group to be conventional and conform to society. It is basic human nature to have the desire to pass on our own values, norms and culture to our kids and/or those we are in command of. We often resort to educating them based on values we’ve been taught by society.