Curriculum Implimentation

Chapter 10- Curriculum Implementation

Nature of Implementation

Relationship to Planning Incrementalism Communication Support

Implementation as a Change Process

Theory of Change Lovell and Wiles Lewin’s Force Field Analysis

Change Typologies Bennis Chin McNeil

Resistance to ChangeImproving Receptivity to Change

Lovell and Wiles

LeadershipCommunicationRelease of Human PotentialProblem SolvingEvaluation

Lewin’s Force Field Analysis

Driving Forces and Restraining ForcesThree Stage Change Process

Bennis’ Types of Change

Planned ChangeCoercionInteraction Change

Chin’s Change Strategies

Empirical-RationalNormative-ReeducativePower Strategies

McNeil’s Complexity Typology

SubstitutionAlterationPerturbationsRestructuringValue-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 changeProper timing is a key to increasing

people’s receptivity to change

Curriculum Implementation Models

Overcoming Resistance to Change (ORC)

Organizational Development (OD)Organizational Parts, Units, and

LoopsEducational Change Model

Overcoming Resistance to Change Model

Ability to overcome staff resistancePower EqualizationOwnership and Commitment

Organizational Development Model

Improve the organization’s 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

Fullen’s Factors Affecting Implementation

Key Players

StudentsTeachersSupervisorsPrincipalsCurriculum DirectorsCurriculum ConsultantsParents and Community