Chapter 10- Curriculum Implementation

Nature of Implementation
Relationship to Planning
Incrementalism Communication Support

Implementation as a Change Process

Theory of Change
Lovell and Wiles Lewins Force Field Analysis

Change Typologies
Bennis Chin McNeil

Resistance to Change Improving Receptivity to Change

Lovell and Wiles

Leadership Communication Release of Human Potential Problem Solving Evaluation

Lewins Force Field Analysis

Driving Forces and Restraining Forces Three Stage Change Process

Bennis Types of Change

Planned Change Coercion Interaction Change

Chins Change Strategies

Empirical-Rational Normative-Reeducative Power Strategies

McNeils Complexity Typology

Substitution Alteration Perturbations Restructuring Value-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 change Proper timing is a key to increasing peoples receptivity to change

Curriculum Implementation Models

Overcoming Resistance to Change (ORC) Organizational Development (OD) Organizational Parts, Units, and Loops Educational Change Model

Overcoming Resistance to Change Model

Ability to overcome staff resistance Power Equalization Ownership and Commitment

Organizational Development Model

Improve the organizations 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

Fullens Factors Affecting Implementation

Key Players
Students Teachers Supervisors Principals Curriculum Directors Curriculum Consultants Parents and Community