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This field study is based upon research by a teacher into the initiation, planning and implementation of an Intercultural Studies Project in an A.C.T. Primary School. The innovation was funded by the A.C.T. Schools Authority under the Curriculum Projects Scheme. The project's evaluation was undertaken from September 1978 until December 1980. The writer was one of the innovators, the co-ordinator of the course and the evaluator. The evaluation occurred mainly through the techniques of direct involvement, observation, questionnaire and interviews. As such this report is an acknowledged insider's view of the innovation and its impact upon the children, the teachers and the school generally. A picture of the perceptions of pupils and teachers towards the process of this particular curriculum innovation has evolved. It is hoped that other teachers may be able to glean information from this case study for specific application to similar types of innovations. This field study report is therefore an evaluation of the process of development and implementation of an Intercultural Studies innovation. Initially, a description of the background and early development of the programme is presented, followed by the rationale upon which the innovation is based. A literature review section studies various general themes and specific concepts. Multiculturalism, intercultural learning and teaching strategies are examined. Also, the characteristics of an innovation are examined within the context of the project's implementation process. Aspects of the curriculum design involving innovation implementation processes and the gradual development of the curriculum framework are discussed, including a description of a model of evaluation that the study utilises. Finally, the process of the Intercultural Studies Project innovation is examined in some detail. Data presentation with data analysis and interpretation occurs accompanied by general comments from the perspective of the evaluator. Some major elements that have evolved during the process of this curriculum change in an A.C.T. Primary School are as follows: 1. It was easier to change curriculum objectives than to facilitate change in methods of instruction. 2. Both internal and external sources influenced the curriculum process from inception to evaluation stages. 3. Teachers needed extensive inservice training in I.C.S. theory and practice in order to facilitate change of approach, outlook and methods of teaching. 4. I.C.S. partial success as an innovation was due in small degree to the nature of its aims and objectives and most of its intrinsic nature being synonymous with that of the school's Social Science Curriculum. 5. Staff changes affected curriculum continuity and implementation according to original aims. 6. The complexity of the project in the area of new materials and audio visual equipment produced an obstacle to its implementation. 7. Energy dissipation by teachers which was massive in relation to compilation of units of work, meetings, class teaching, and gathering resources was a constraint as teachers have limited time for curriculum development in the primary school context. 8. A plan of change, an implementation framework, resources linkage system, trouble-shooting interventionist approaches to difficulties as these arose and evaluative feedback mechanisms all existed, but much more needed to be done to make all these elements contribute to the innovation's successful implementation.

This study in curriculum development and innovation concerns the Human Development and Christian Values (H.D.C.V.) project in the Archdiocese of Canberra-Goulburn. How to enable Catholic schools to be more committed to the development of the whole student was the task faced by the Catholic Education Office and the core work group. 1976-1979 saw the development of H.D.C.V. Guidelines to form the basis for designing school-based curricula, together with some initial implementation of H.D.C.V. within the schools. This curriculum differs from other human development programs in that life issues are explored from a particular philosophical background - that of the Catholic - rather than being completely open-ended in approach. In this sense the project is innovatory. The basic principles and processes in the H.D.C.V. Guidelines are identified and illuminated by describing the project and its preliminary events, justifying the project in terms of Church and modern educational criteria, examining the curriculum design, reflecting on early implementation in a sample school, and by discussing the problems and strengths of the curriculum. In summary, the study serves to underline the difficulty and enormity of implementing such a curriculum in many of the existing school structures and climates. The variables affecting the success: of the project are complex and many. The vital role of teachers and parents and the call for an appropriately supportive climate within the school are highlighted. Strong and clear guidance in the development of school-based curricula with processes clearly defined also emerge as key issues for the attention of both the change agent and the client.

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The Report of the Working Committee on College Proposals for the Australian Capital Territory (Campbell Report, 1972) led to far-reaching changes in senior secondary education. Hawker College, opened in 1976, is one of eight resulting government secondary colleges. The writer, a member of the Committee, has been Assistant Principal (Curriculum) at Hawker since its inception. This field study examines the dynamics, nature and achievements of curriculum change at Hawker, from the planning year in 1975, to 1980. Data includes student surveys and interviews; discussions with teachers, administrators and counsellors; college curriculum documents; and the writer's own observations. The Campbell Report's educational philosophy was eclectic, and "progressive". Strengths and weaknesses of the Working Committee's analyses and recommendations are assessed. Seven curriculum aims "clusters" are synthesized: four concerned with individual development, and three with the student as an effective, contributing member of society. ACT systemic strategies and structures fostered and sustained purposeful curriculum innovation, despite some problems and shortcomings. In the optimistic, idealistic climate of 1975, enthusiastic, pre-identified teachers planned Hawker's curriculum, often co-operating with staff of other colleges. Course writers' aims were highly congruent with those of the Campbell Committee. Teachers of some subjects used course models from overseas and interstate. Others developed ideas quite innovative for Australia as a whole, and sometimes without known precedent anywhere. Almost all the curriculum aims espoused by the Campbell Report are reflected in written or "unwritten" course aims. In content, a core of basic subjects are very similar to those offered for the NSW HSC. Others offer students either greater breadth or depth than does the NSW curriculum, or attend to the affective and psychomotor domains. Most teachers had modified their pedagogy, moving to a more progressive style. Hawker has had significant success in promoting students' individual 'development. It has been markedly less successful in preparing students to function within, and contribute to, society. The opening of ACT secondary colleges coincided with widespread social innovation and with changes in educational administration, funding, staffing structures and teacher education. All these created a favorable milieu for curriculum innovation. By the early 1980s, teacher weariness, some disillusionment, and social, political and administrative changes were apparent. These have slowed the rate of educational change and caused Hawker teachers to re-evaluate their aims, course content, and methods.

The main purpose of this study was to examine the way in which courses in psychology were developed and introduced to the curriculum of secondary colleges in the Australian Capital Territory. It is a case study in curriculum change viewed from the perspective of a participant-observer. Briefly the study attempts to analyse the process of curriculum change within a sociological framework. The second section deals with the history behind, and subsequent introduction of similar courses in Tasmania, the United Kingdom and the United States of America, and their significance to the curriculum innovation under study. The third section deals with the background to the case study, the context in which the project was undertaken and the factors which gave rise to it. Emphasis is given to the negotiations which must go on in reconciling the differing perspectives of those groups directly involved in the change process. The process of accreditation and the influence this had on the structure of the courses is also examined. The problems inherent in developing and establishing a curriculum innovation are dealt with in considerable depth. Finally the process of curriculum change is analysed in the context of the currently available research literature on models and strategies for change in education. Implications are drawn for future studies in this field. Hopefully this report will contribute to the various theoretical models and strategies of change to be found in curriculum theory.

This study aimed to reveal the perceptions of teachers and students about the implementation of the new 8th grade English language curriculum (NEC) in public primary schools and the challenges and/or problems faced by the teachers and students in the implementation process. This qualitative study was conducted in 9 public primary schools in Polatli town of Ankara. A total of 10 English language teachers and 73 8th grade students participated in the study. The data were collected through in-depth interviews with the English language teachers and focus group interviews with the 8th grade students. The data were analyzed through utilizing Nvivo 8, qualitative data analysis software. The results indicated that the participants had negative views about some aspects of the new English language curriculum due to the challenges and/or problems that they encountered during the implementation. It was found out that the teachers did not implement the suggested alternative assessment and evaluation techniques and learner-centered instructional methods and strategies in their classes. The challenges and/or problems hindering the effective implementation of the new English language curriculum were revealed as lack of necessary materials and equipments, large class size, insufficient class hours, lack of gradual implementation of the NEC, lack of guidance and support for the teachers in implementing the NEC and Level Determination Exam (SBS).

This research is located in the interdisciplinary field of curriculum studies, drawing on both psychological and sociological theories of pedagogy. I explore classroom practice, through a qualitative study into a preparatory school curriculum innovation called DIY: Dream, Innovate Yourself, which encourages children to develop skills (both topic-specific and dispositional) that prepare them for the modern world of business, where flexible thinking, creative problem solving and collaboration are high on the list of ‘hiring qualities’. Using concepts of learning, cognitive and moral development, semiotic mediation, and pedagogy, I develop an analysis of the ‘what’ and ‘how’ of mediation and learning in DIY: Dream, Innovate Yourself. The findings gathered through classroom observation and interviews with learners, suggest that DIY is meeting its intended aims through the programme. However, due to limitations in the data that could be collected, these findings must be treated as preliminary.