Cover

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Title Page, Copyright

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Contents

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pp. v-vi

Illustrations

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pp. vii-viii

Tables

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pp. ix-x

Cases and Examples

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pp. xi-xii

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Foreword

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pp. xiii-xiv

Teachers play a fundamental role in the social and economic development of any society. Their preparation as professionals to meet the challenges of post-modern living is a key priority for both governments and universities. Many changes have taken place in teacher education since the establishment of formal institutions of teaching training ...

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Preface

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pp. xv-xviii

This book is an attempt to provide a professional reference text on the topic of “curriculum and innovation.” It is designed particularly to acquaint pre-service and in-service teachers, educators, and others with key concepts and practical ideas in these two areas. ...

Acknowledgements

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pp. xix-xx

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About the Authors

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pp. xxi-xxii

Shirley Sze Yin Yeung is an assistant professor in the Department of Curriculum and Instruction at the Hong Kong Institute of Education. Her research areas include curriculum change and implementation, school curriculum evaluation, curriculum integration, ...

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1. Critical Problems of Contemporary Society and Their Influence on the Curriculum

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pp. 1-26

This chapter analyzes several crucial worldwide trends that influence education and the school curriculum in the twenty-first century, both locally and globally: globalization, the shift to a knowledge society, the development of IT, and postmodernism. ...

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2. Theoretical Foundation of Curriculum

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pp. 27-58

One of the key purposes of this book is to provide a curriculum knowledge base from which readers can analyze curriculum innovations and issues in this unpredictable era of changes. In Chapter 1, readers are introduced to the different definitions of curriculum and the various effects of global change on curriculum. ...

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3. Curriculum Policy and Priorities in an Era of Change

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pp. 59-92

Chapter 1 discusses how globalization, postmodernism, and other global changes have made a significant impact on education and the school curriculum. Various initiatives have been proposed, including a reinforcement of the school-based curriculum policy, a global, comprehensive curriculum reform toward LTL, ...

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4. Change in Curriculum Design

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pp. 93-124

In recent decades, global trends in cultural, social, and economic development have brought forth reforms in educational paradigms. These reforms have been accompanied by changes in the ways school practitioners or educators design the school curriculum. ...

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5. Change in Curriculum Planning

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pp. 125-148

Countless curricular decisions are made each day in schools and institutions. Some decisions are simple, such as adding or deleting a course or modifying the content of a program. Others can be very sweeping, such as a total revamp of the curriculum in secondary schools. ...

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6. Change in Models and Practice of Curriculum Organization

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pp. 149-170

In curriculum change, teachers strive to understand the concepts of organizing the school curriculum and identify models of curriculum organization. Teachers may also identify different practices and innovations of curriculum organization in schools. Thus, the question is: What are these characteristics? ...

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7. Strategies for Change and Curriculum Implementation

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pp. 171-188

Teachers find that changes accompany their teaching from time to time. Curriculum change in particular involves teachers, schools, and the community. Is there a right way for teachers to implement curriculum change in schools? What strategies should teachers and schools consider for implementation? ...

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8. Curriculum Evaluation

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pp. 189-214

This chapter first states that the purpose of curriculum evaluation is to improve a curriculum and measure its effectiveness in achieving its intended objectives. How these purposes will have bearing on the format and model of curriculum evaluation will be elucidated. ...

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9. Roles and Leadership of Teachers in School-based Curriculum Development

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pp. 215-230

Quality teaching in all classrooms necessitates skilful leadership at the community, school, and classroom levels. High-achieving learning goals for students and educators require significant changes in curriculum, instruction, assessment, and leadership practices. ...

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10. Curriculum Leadership in Schools

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pp. 231-254

As discussed in the previous chapters, schools are currently undergoing curriculum change. This is due to the pressure exerted by external forces, including globalization, the development of information technology, and the formation of the knowledge society. ...

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11. Conclusion and Future Direction

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pp. 255-268

As a global city, the challenges in education that Hong Kong faces in recent years are inevitably similar to those that are confronted by many countries/cities in other parts of the world. The first chapter in the current book introduces significant international trends shaping contemporary education and school curriculum in many countries, ...

Index

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pp. 269-276