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