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Dealing with tensions during curriculum change implementation in a school community

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dc.contributor.advisor Prof. C.F. Loock; Dr. J. de Beer en_US
dc.contributor.author De Coning, Andre
dc.date.accessioned 2012-11-02T18:18:26Z
dc.date.available 2012-11-02T18:18:26Z
dc.date.issued 2012-11-02
dc.date.submitted 2012-01
dc.identifier.uri http://hdl.handle.net/10210/8040
dc.description M.Ed. en_US
dc.description.abstract This study explores the tensions that exist in a school community during proposed curriculum change from a traditional collection-type curriculum to a totally integrated curriculum. The research study was conducted using a qualitative approach in which a case study research design and focus group interviews were used to generate data. Engeström’s (1997) Cultural Historical Activity Theory (CHAT) was used as the conceptual framework in this study. A constant comparative method of analysis was used to identify categories and themes within the data. The results of this research showed that a multiple of tensions are present within this school community during curriculum change. Tensions exist between the teachers and the School Management Team (SMT), the community and the SMT as well as tension between the parents and the status quo. Recommendations include the suggestions for the implementation of an integrated curriculum as well as recommendations for further study. en_US
dc.language.iso en en_US
dc.subject Curriculum change en_US
dc.subject Curriculum planning
dc.subject Stress (Psychology)
dc.subject Competency-based education
dc.subject Educational change
dc.subject Teachers - Training of
dc.title Dealing with tensions during curriculum change implementation in a school community en_US
dc.type Mini-Dissertation en_US

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