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dc.contributor.authorStockton, Matthew
dc.date.accessioned2010-07-05T22:18:18Z
dc.date.available2010-07-05T22:18:18Z
dc.date.issued2009
dc.identifier.urihttps://hdl.handle.net/10652/1421
dc.description.abstractThis study investigated the implementation of New Zealand’s revised National Curriculum (NZC) in small rural schools to determine how the specific contextual factors of these schools impacted on curriculum design, implementation and change. This curriculum represents a new educational philosophy for New Zealand schools and one that, for many schools, requires a fundamental change in current school practices and beliefs. Qualitative semi-structured interviews were conducted with principals and teachers of seven small rural schools and with leadership and management advisors. These were designed to understand participant’s perceptions of the NZC, the contextual conditions of their schools, the processes utilised for curriculum design, implementation and change, the support available, and how contextual factors impacted on curriculum. The findings revealed that the contextual conditions of these small rural schools impacted on NZC implementation in many ways, creating both opportunities and challenges. Close staff and community relationships aided successful collaboration in collective curriculum design and implementation, small staff teams worked together as effective professional communities, these communities were focused on developing capacity for shared reflection and inquiry to improve learning, schools improved practice through shared professional learning, and small rural principals exerted a significant impact on learning at every level of the school system. However, small staff teams were considered to limit exposure to new ideas and staff turnover was considered a considerable barrier to sustaining curriculum change. These findings suggest that small rural teachers, principals and communities are united in a collaborative commitment to providing better learning opportunities for their students.en_NZ
dc.language.isoenen_NZ
dc.rightsAll rights reserveden_NZ
dc.subjectNew Zealand National Curriculumen_NZ
dc.subjectsmall rural schoolsen_NZ
dc.subjectcurriculum design and implementationen_NZ
dc.titleMeeting the demands of a new curriculum philosophy: A study of the challenges of curriculum implementation for small rural schools in New Zealanden_NZ
dc.typeMasters Thesisen_NZ
dc.rights.holderAuthoren_NZ
thesis.degree.nameMaster of Educational Leadership and Managementen_NZ
thesis.degree.levelMastersen_NZ
thesis.degree.grantorUnitec Institute of Technologyen_NZ
dc.subject.marsdeneducationen_NZ
dc.identifier.bibliographicCitationStockton, M. (2009). Meeting the demands of a new curriculum philosophy: A study of the challenges of curriculum implementation for small rural schools in New Zealand. (Unpublished document submitted in partial fulfilment of the requirements for the degree of Master of Educational Leadership and Management). Unitec Institute of Technology, Auckland, New Zealand. Retrieved from https://hdl.handle.net/10652/1421en
unitec.pages161en_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
unitec.publication.placeAuckland, New Zealanden_NZ
unitec.advisor.principalCardno, Carol
unitec.institution.studyareaEducation


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