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Study On Curriculum Leadership In The Schools

Posted on:2008-07-27Degree:DoctorType:Dissertation
Country:ChinaCandidate:L WangFull Text:PDF
GTID:1117360215469021Subject:Curriculum and pedagogy
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Curriculum leadership in the schools refers to the process during which curriculum leaders affect teacher to participate curriculum development and through which it motivates teachers to join in the curriculum change, improve teachers' capacity, and realize the democracy, openness and harmonious instructional culture, and finally to come to the goal of promoting the school curriculum development and having effective learning for the students. Curriculum leadership has active significant to deepen curriculum reform, improve teacher development and cultivate school culture. Especially during present basic education curriculum reform in China, curriculum leadership has important value on fulfilling the three degree curriculum management, prompting it to implement and developing the school-based curriculum.This thesis overviews the literatures on the curriculum home and aboard, overlooking the initiate, development, models and main theories up to now. Basing on these researches, the study elaborates the fundamental theories of curriculum leadership from the aspects of denotation and degree, role and function, duty and principle and designs the questionnaire in order to find the present situation of school curriculum leadership in China. On the study result, the thesis shows the functions of school curriculum in the course of curriculum reform, finding the effective strategies and ways to improve the effectiveness of school leadership so as to strengthen the school curriculum leadership and give some advice on how to change the practice in school curriculum leadership and deepen the curriculum reform.School curriculum questionnaire includes curriculum leadership cognition, and the status quo of principles' curriculum leadership and teachers' participation. The scope of questionnaire is within the school masters and teachers in the basic education. The way of questionnaire is random in eight provinces of Inner Mongolia, Gansu, Ningxia, Shannxi, Henan, Guangdong, Zhejiang and Heilongjiang. The total number of questioner is 772. In order to find the status quo of curriculum leadership cognition of masters and teachers, rural teachers and country teachers, non-excellent teachers and excellent teachers in different resigns, sexes, teaching years and ages and their actual participation during the course of promoting the curriculum reform, the study sample tries to put equals on the masters and teachers of different cities, towns, and rural schools and sexes and ages, teaching ages and teacher's major, at the same time, it also cares about primary and second schools.The finding of this study is as follows: the curriculum leadership of teachers andmasters in our schools is clear in cognition. They all know that school curriculumleadership is the leading and management to the school curriculum and instructions andthat the first goal is to cultivate a kind of the school culture supporting curriculum reform.The school curriculum subjects is a team consists of principles, teachers, students, parentsand peoples in the community. The curriculum of teachers and masters is significant to theschool curriculum development. The finding also shows there are some questions on thecurriculum in the school curriculum reform. They are (1) school master's curriculumleadership is deficiency. Masters focus on administration rather than curriculum andinstructions. Masters pay less attention to directions to teacher professional developmentand to encouragement of letting teachers participate in all kinds of learning and training.Masters also have the habit to use the hierarchy power rather than professional power.Schools are also short of supporting on force and source from the outside. The degree ofschool openness and democracy is low, and the culture of democracy and openness andcooperation is still on the way. Individual instruction and teacher culture are to the center.Teachers don't get the habit of cooperation as working style asked by curriculum reform.The information flow is hierarchy, like general administration. (2) Teacher curriculumleadership needs to strengthen. The power of curriculum and instruction in schools isweaker, and the chance of teacher taking part in the curriculum is also less. The problem isschools don't offer chances for teachers to participate in curriculum affair. Teachers are also short of necessary curriculum capacity and time. The willing, chance and degree of participation are different in ages, types, traits, sexes, teaching years and rural and urban.At last the thesis gives the advice on how to strengthen curriculum in the school, as follows: first, school masters must strengthen themselves leadership for curriculum, shift their leading conception, empower the teachers, rebuild school to learning organization and remold school culture to co-operational instruction culture; second, efforts made are to focus on cultivating teacher curriculum leadership, including improving their capacities and motivating their activity and creativity, entitling teachers to join in, and emphasizing the functions of teachers in curriculum development. This is not only the exclusive road to strengthen curriculum leadership in schools and also the exclusive choice to continue to deepen curriculum reform of our country.
Keywords/Search Tags:Curriculum leadership, Principles, Teachers, Cognition, Participate, Advice
PDF Full Text Request
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