Change is the central feature of our current age. The past two decades has not only witnessed the surge of emotion study in education, but also a return of large-scale change in the global educational filed. Given this context, the Senior Secondary School (SSS) curriculum reform in Mainland China, which has been put into practice since September 2004, can be regarded as a local response to this global trend. / There has been an emotional revolution in the field of social science since the beginning of the 1980s; emotion has gradually become a remarkable research topic in many subjects encompassing philosophy, sociology, psychology, history, and anthropology, etc. Accompanying this emotional revolution is an unceasing increase of research on emotion in the field of education since the middle of 1990s. However, compared with the emotional studies in the domains of teaching and educational leadership, there is far less than sophisticated understanding of teacher emotion during the process of curriculum implementation in the literature. / This research is informed by symbolic interactionism in interpreting the relationship between curriculum implementation and teachers' emotions. To be more specific, all research findings are integrated into a 3-level "Self-Interaction-Society" framework. On the level of self, emotion is the product of teachers' efforts to reframe their identities in curriculum implementation, and teachers' emotional labor reflects their presentation of self by the use of emotions. On the level of human interaction, teachers' emotions are influenced by the emotional geographies and emotional dilemmas, which respectively result from "teacher-others" interactions and "reform-situation" tensions in curriculum implementation. On the level of social structure, teachers are not only constrained by the particular emotional rules in curriculum implementation, but also employ many strategies to cope with the constraints of the situations, which effectively bridges the interactions between the curriculum implementation and teachers' emotions. / Through the exploration of teachers' emotions and changes in curriculum implementation, this research adds the once-neglected dimension of teacher emotion into curriculum implementation research. This research finds the adaptive functions that teachers play in curriculum implementation, confirms teacher's position as change agent in reform, and recognizes the value of cultural-individual perspective in understanding curriculum implementation and teachers' emotions. These findings remind us that if curriculum implementation wants to achieve the ideal effects, reformers need to take into consideration subjective meanings that individual teachers attach to the reform. Teachers' emotions are one integral part of the meanings. Furthermore, they also need to concern the reciprocal influences between the subjective meanings and curriculum implementation. When the pace of large-scale reform and individual teachers' emotional and behavioral changes are well accommodated, curriculum implementation is more likely to achieve its goals. These findings bring some implications for the implementation of SSS curriculum reform in Mainland China. (Abstract shortened by UMI.) / 尹弘飈. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 230-252). / Advisers: Chi Kin John Lee; Sin Pui Cheung. / Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0868. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 230-252). / Yin Hongbiao.

Today's community colleges are challenged to respond to rapidly changing internal and external environments. Their responses must promote highly responsive and relevant programs and services, while keeping intact the strengths of community colleges--access, student success, and a focus on teaching and learning. Further, these responses must occur in the context of rising costs, decreasing revenues, and increased accountability. Accrediting agencies are requiring colleges to more effectively respond to change by implementing improved planning processes. The research literature on higher education planning suggests faculty are a key constituency to engage in planning efforts. However, little is written about actual faculty experiences in planning. This qualitative study was conducted to provide increased understanding of how faculty at a large, suburban California community college experienced developing discipline specific educational master plans (EMPs) in Spring 2001. Using interactive qualitative analysis methodology, a seven-member faculty focus group first identified the affinities (or themes) of their planning experience. These affinities were used to develop interview questions for another 14 faculty members. The 21 faculty participants were from a total of nine different instructional areas, and had been identified as lead EMP contacts for their disciplines. Following its collection, the data was analyzed to generate grounded theory about the faculty EMP experience. The "Faculty EMP Experience Systems Theory" revealed the primary driver of the faculty experience was their belief eligibility for future resources for their disciplines was tied directly to their EMPs. This was followed by secondary drivers of their past experiences with planning at the college, and the resources they were given, or accessed, to complete their plans. Together, these three drivers directly influenced how the planning work was done. The secondary outcomes of the faculty experience developing EMPs included interpersonal effects of engaging in the EMP process, and unanswered questions about what the administration would actually do with their EMP work. Finally, the primary outcomes of the faculty experience were their evaluation of the EMP processes and products (plans), and the frustrations, if any, they experienced. This new theory suggests implications for practice and further research. / Graduation date: 2003

The purpose of this study was to establish current difficulties experienced by grade 10 mathematics educators after the implementation of the new curriculum in grade 9 (Senior Phase). Qualitative approach, using questionnaires' as a research tool was employed. The study was conducted from twenty grade 10-mathematics educators in a variety of schools. The questions were based on the current difficulties that educators were experiencing in grade 10 after the new curriculum was implemented in grade 9 in 2002. The research study was undertaken in different schools with different backgrounds in one District; UMgungundlovu of the Kwazulu - Natal Department of Education. These educators were from schools with the following backgrounds: • Rural schools • Township schools • Former White schools • Former Indians/ Coloureds schools The findings of the study are presented and these are interpreted and discussed under two categories: these being the kinds of difficulties enunciated by grade 10 mathematics educators and the researcher's comments on the findings. The Key Findings of this research study are the following: Grade 10 Mathematics educators complained that they have problems in teaching mathematics in grade 10 learners because: • Methods used in grade 9 are totally different from those they are using in grade 10. • There is no linkage between grade 9 and grade 10-mathematics syllabus. • Educators' lack training and teaching in outcomes - based approaches. • The new curriculum does not prepare learners to do pure mathematics in grade 10. • Learners cannot even work independently, only rely on the constant guidance from the educators and other members of the group. • Learners find it difficult doing individual work and completing homework and other class work. • Many learners drop out in mathematics classes and others even become worst in mathematics. The examinations or assessment (eTAs) which is an exit point from grade 9 to grade 10 have no value for the type of mathematics that is done in grade 10. • Textbooks used in grade 9 have lots of activities and lots and lots of stories and less mathematics. • Textbooks used in grades 8 and 9 are of poor quality and exercises are of pathetic quality. • Educators in grade 10 have to teach grades 8 and 9 work because it was not taught. • No clear focus on content part in grade 9, which form the basics of grade 10 mathematics. • The new curriculum in grade 9 gives emphasis to very few topics. • The level of mathematics that learners are exposed to, in grade 9 is far lower than the one they encounter in grade 10. • No support from parents in terms of doing homework. Finally, the recommendations are made for addressing the difficulties that are experienced by these educators as well as suggestions for further study. / Thesis (M.Ed.)-University of Kwazulu-Natal, 2005.

This thesis aims to answer the question: How is history knowledge contextualised into pedagogic communication? Empirically, it takes place at a specific point in the curriculum change process in South Africa, namely the period when the new curriculum for the Further Education and Training (FET) band was implemented in Grade 10 classrooms in 2006. The study is theoretically informed by a sociological lens and is specifically informed by the theories of Basil Bernstein, particularly his concepts of the pedagogic device, pedagogic discourse, pedagogic practice and vertical and horizontal knowledge structures. It is premised on the assumption that the official policy message changes and recontextualises as it moves across the levels of the pedagogic device. It tracks the recontextualisation of the history curriculum from the writers of the curriculum document to the actual document itself, to the training of teachers and the writing of textbooks and finally to three Grade 10 classrooms where the curriculum was implemented in 2006. The empirical work takes the form of a case study of the FET history curriculum. Data were collected from a range of different participants at different levels of the pedagogic device. It was not possible to interrogate all the sets of data with the same level of detail. As one moves up and down and pedagogic device, certain things come into focus, while other things move out of focus. Data were collected through interviews with the writers of the history curriculum, with publishers and writers of selected Grade 10 history textbooks and through participant observation of a workshop held by the provincial education department to induct teachers in the requirements of the new FET history curriculum. Data were collected in the Grade 10 history classrooms of three secondary schools in 2005 and 2006. The school fieldwork comprised video recording five consecutive lessons (ten lessons over two years) in each of the three Grade 10 classrooms, interviewing the history teachers and selected learners, collecting the test papers and assignment tasks and assessment portfolios from selected learners. The study uses the pedagogic device as both a theoretical tool, and a literary device for the organization of the thesis. Within the field of production, the study examines what is the discipline of history from the perspective of historians and of the sociologists of knowledge. History is a horizontal knowledge structure that finds its specialisation in its procedures. However, an historical gaze demands both a substantive knowledge base and the specialised procedures of the discipline. Within the Official Recontextualising Field, the study examines the history curriculum document and the writing of this document. The NCS presents knowledge in a more integrated way. The knowledge is structured using key historical themes such as power alignments, human rights, issues of civil society and globalisation. There is a move away from a Eurocentric position to a focus on Africa in the world. Pedagogically, the focus is on learning doing history, through engaging with sources. Within the Pedagogic Recontextualising Field, the major focus of the teacher training workshop was on working with the outcomes and assessment standards within the ‘history-as-enquiry’ framework. Textbook writers and publishers work closely with the DoE Guidelines and focus on covering the correct content and the learning outcomes and assessment standards. The three teachers within the field of reproduction taught and interpreted the curriculum in different ways, but the nature of the testing (focused primarily on sources) was similar as there are strong DoE guidelines in this regard. For Bernstein, evaluation condenses the meaning of the whole pedagogic device. This is even more so when the curriculum is outcomes-based. The assessment tasks that Grade 10 learners in this study were required to do had the appearance of being source-based, but they seldom required learners to think like historians, nor did they require them to have a substantial and a coherent knowledge base. The FET history curriculum is in danger of losing its substantive knowledge dimension as the procedural dimension, buoyed up by the overwhelming logic of outcomes-based education and the strongly externally framed Departmental assessment regulations, becomes paramount. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

This study strove to establish how science teacher educators (lecturers) at three universities in a province in South Africa responded to curriculum changes related to C2005 and higher education. The following critical question is posed: How have science teacher educators in PRESET education responded to curriculum changes proposed for the Natural Sciences Learning Area of Curriculum 2005, the Norms and Standards of Educators, and modularization in the Higher Education curriculum? The framing of the study from 1996 to 2002 relates to the introduction of C2005 in schools in 1997 which coincided with curriculum changes in higher education prescribed by the NQF. The curriculum change process has to be seen in the context of developments during and after the demise of apartheid in South Africa. Responses of science teacher educators to post-apartheid educational policy developments driven by the NQF form the basis of this research. The production of data for the study occurred during 2001 and 2002. It involved an interpretive cross-case study of 11 science teacher educators' responses to the curriculum change process. The science teacher educators were selected from three universities in a province in South Africa. They had to be involved with preparation of student science teachers during PRESET for the Natural Sciences Learning Area of C2005. Data was obtained through a semi-structured interview schedule and an observation schedule. A document analysis was also conducted in the study. Qualitative data were first analysed qualitatively and represented at three leve ls of analysis. Stories of curriculum change experienced by three individuals were also presented as a second level of analysis. The theoretical frame that informed the methodology and analysis was developed in the context of a pre- and post-apartheid educational offering in South Africa. It operates in an interpretive and critical paradigm of research that includes change theories and other theories that can be used to account for ways in which science teacher educators have changed in response to C2005 and the NQF. These theories work together. Among them are those classified as Traditional Change, Adaptive Change and Advanced Change. Other theories such as theories in action and a theory of academic change were also used as a means to understand change in academic and other settings. Constructivism as a learning theory was included in the theoretical frame since science teacher educators are expected to use the theory as a rationale for the new curriculum. It is therefore an essential component of the theoretical frame in interpreting such change. Also significant is the role of situated cognition in enabling professional learn ing communities to make meaning of curriculum change and to act accordingly. Argyris' theory of organizational learning, the Concerns-Based Adoption Model, Complexity Theory and Systemic Reform also contribute to the development of the theoretical frame used to contextualize and interpret the data. The data analysis showed that the science teacher educators had made a more concerted effort to incorporated changes related to C200S into their curriculum materials and their actual teaching than the NQF's bureaucratic exercise related to modularization and the NSE. They were better able to account for their actions in terms of C200S than for modularization. This had occurred despite them not being bureaucratically accountable to the schools. The role of the new school curriculum as a major influence on change among the science teacher educators goes beyond the complexity associated with the change process. The influence of personal factors related to a moral response to school change (C2005) resulted in the science teacher educators making changes that were major and vastly different from their responses to the NQF's bureaucratically driven higher education changes. The responses of the science teacher educators to curriculum change shows that professional accountability does not flourish under bureaucratic control as displayed by demands of the NQF for modularization. The changes made by the science teacher educators was also vastly different from the responses of practising teachers to C200S. They made a concerted effort to change and there was no evidence of implementation failure compared to the practising teachers in terms of C2005. My research outcomes, therefore, have contradicted the standard findings of School Improvement research which alludes to the difficulties associated with teacher change, and the needs for long term systemic approaches related to large scale reform - where institutional management, external support, internal support, rewards and punishments work together. In the three universities in my study, such arrangements were loose couplings at best. But feelings of professional and moral responsibility in the direction of school-related change (C200S) were high for individuals and groups. Personal, social and professional interests were more obvious drivers of change than institutional interests and career interests. On the basis of the above, my research has suggested the following which serve as a positive contribution to theory pertaining to curriculum change: Much change theory developed in the context of schools does not apply to Teacher Education, because professionalism and education are primary concerns for science teacher educators: they chose to do their job well. Accountability is not only - or even mainly - about the institution and institutional monitoring systems. It is about professionalism and relationships within institutions and outside them. In this case, the responsibility the science teacher educators felt to schools, science teachers and their communities were much more powerful influences than responsibilities they felt to the reforms indicated in modularization and NSE. The professional imperative is not bureaucratically controlled. It flourishes in the absence of pressures related to forced compliance. / Thesis (Ph.D.)-University of KwaZulu-Natal, 2006.

Prior to the present era, participation in curriculum decision-making at a school level has been very limited in South Africa. The decisions made at schools could be described as implementation as these were influenced to a large extent by the decisions that were made at a higher level. The education system was thus correctly described as very authoritarian and highly centralised at the hands of the authorities in the Department of National Education (NEPI: 1992; King & van den Berg (1991); Christie (1989); Kallaway (1984). The proposals of recent policy documents, such as NEPI (1992) and a Policy Framework for Education and Training (1994), tried to change the above scenario by proposing a broader participation by major stakeholders in schools like parents, learners and educators in curriculum decision-making of the schools. These policy documents culminated in the enactment of the South African Schools Act No.84 of 1996 which officially gave powers to major stakeholders in schools. Governing bodies consisting of learners, parents and educators became the most powerful structure in a school responsible for the governance of the schools. The governing bodies thus assumed powers and duties that they had never had or had little to do with in the past. Parents and learners were now expected to play a major role in the process of making curriculum decisions. This study aims at investigating what curriculum decisions schools make, who makes these and how this is done with an aim to determine the extent to which the major stakeholders (parents, learners and educators including the principal and other promotion post holders) in a school do participate in making major curriculum decisions in their schools. The study was conducted in two secondary schools in Amanzimtoti Circuit which falls under Umbumbulu district of the Durban South Region of the KwaZulu-Natal Province in the Republic of South Africa. A written questionnaire and a semi-structured interview were used to gather data from the respondents in the two secondary schools. To choose respondents from the two schools, a stratified random sample was used but, in a case where only one person occupied a post in that level, that occupant automatically became part ofthe sample. The main findings of the study were :- • Stakeholders interviewed (educators, learners and parents) do take part in cuniculum decision-making in the two secondary schools but, this happens differently for different levels. • Whilst many of the stakeholders interviewed are eager to take part personally in the curriculum decision-making process of their schools, not all of them have the confidence and the ability to do this. • Trust and confidence, by some of the respondents, in the principals and educators tend to make these respondents to lean back and relax, which then makes the principals and educators to be more prominent during the curriculum decision-making process. • All respondents have confidence and hope that the prospects for an all-inclusive and a participative curriculum decision-making approach are bright and promising for the future. The recommendations made include continued assistance to be given to schools in the form of in-service training and workshops for both parents, educators and learners, including the principals of schools, to equip all of them with the necessary skills for effective participation in curriculum decision-making in schools. / Thesis (M.Ed.) - University of Natal, Durban, 2001

South Africa has undergone many changes in the past decade in terms of political, economic and educational transformations. The year 1994 was the turning point in which our education system underwent a major paradigm shift. The sands have been shifting in education ever since, beginning with the National Curriculum Statement, then the introduction of OBE and Curriculum 2005 and the most recent, CAPS. The question that intrigued me about curriculum change was how educators experienced these changes. This study therefore explored how educators experienced curriculum change in South Africa, particularly how they experienced the new Life Skills curriculum in the Foundation Phase. The following research questions were addressed in this study: 1) What are grade one educators’ experiences of the new CAPS Life Skills curriculum? 2) Why do educators experience the new curriculum the way they do? A qualitative research approach was used, making use of a case study design. Participants were purposely selected using non-probability sampling. Semi-structured interviews and diaries were used as data collection methods. The data from this study revealed that educators experienced challenges in terms of the content, planning and preparation, assessment and dealing with contextual factors in the classroom. It was also found that educators experienced a lack of training and support in implementing the new Life Skills curriculum. A positive experience was that educators enjoyed teaching Life Skills. It was also found that educators welcomed and embraced curriculum change. / M. Ed. University of KwaZulu-Natal, Durban 2013.

This thesis deals with the role of teacher agency in the reform of curriculum under Universal Primary Education (UPE) in Uganda. It draws on empirical research conducted in two UPE case study schools in Uganda. The study was conducted in order to highlight the role of teacher agency in teachers’ professional practice and to analyse the ecological factors that contribute in shaping it, as well as its effects. The thesis begins with a description of the UPE curriculum in its global dimensions. It subsequently reviews the theoretical and empirical literature dealing with the role of teacher agency in the reform of curriculum under UPE, under the themes of ‘globalisation’, ‘teacher/biographical barriers to UPE reforms’, ‘contextual challenges of the reforms on teachers’, ‘teachers’ mediation of the reform challenges’ and ‘effects of the teachers’ mediation of reforms’. The study’s theoretical position draws on the critical realist philosophy of Roy Bhaskar and Margaret Archer, which guided the development a two-phased study design comprising of secondary document analysis using retroduction (Elder-Vass 2010; Edwards et al. 2014) in phase one and field work within the framework of Priestley et al.’s (2015b) ecological approach to teacher agency in phase two. The field work involved semi-structured interviews, observation and primary document analysis. The study established that the globalisation of UPE was driven by Education for All (EFA) under a neo-liberal agenda, which involved both structural and cultural reform. The structural reform has impacted UPE’s ecology through the evolution of a new ‘governance’ structure underpinned by partnership, decentralisation and performativity. Furthermore, it has involved access and inputs reform, which has been characterised by universalisation and the adoption of a partnership funding approach. Cultural reform has focused on curriculum and pedagogy. However, at the micro level of school/classroom practice, most of the reforms have resulted in ‘first order’ changes (Cuban 1998; Priestley 2011a), which are currently manifested by only partial success in absorbing the curriculum and pedagogy reforms, coupled with the continued lack of inputs. This is attributed, among others, to the responses of the teachers, or teacher agency. The study analysed the role of teacher agency in the case studies and concluded that it is widely manifested and is primarily driven by the practical-evaluative dimension, followed by the projective and iterational dimensions respectively. Furthermore, it has significant effects, which are both positive and negative. It therefore plays a significant role in the teachers’ professional practice, which needs to be acknowledged in educational planning. Finally, the study offered some recommendations and suggestions for further research.

The research presented in this thesis is a case study analysis of outcomes-based assessment in Grade 9 Human and Social Sciences of Curriculum 2005 in two South African schools. The research consists of two parts: Phase One, 2002 to 2003, was a qualitative case study, interpretive in orientation and using ethnographic techniques, aimed at understanding teachers’ responses to curriculum policy and the role of a school-based intervention, located within critically reflexive practice, in supporting change. During this phase, I was a co-participant operating from an insider position. During Phase Two, 2004-2005, I withdrew from the schools and took up an outsider position in order to analyse and theorise the case study. The findings of the interpretive review revealed a fascinating process of change, with some unexpected results that I lacked the theoretical and methodological tools to process. With support from critical friends, I realised that a dynamic and social process of knowledge recontextualisation had taken place, and that the research had moved beyond its initial goals. Not wishing to compromise my integrity as a qualitative researcher, I changed direction and made use of Basil Bernstein’s theorising (1990, 1996) to arrive at a suitable vantage point for the analysis. The main contention of this thesis is that the new OBE curriculum framework offers exciting opportunities for teacher participation in curriculum processes. However, if teachers are to maximise these and become agents of change, they need to acquire the rules of recontextualisation and reposition themselves in the recontextualising field. This implies epistemological empowerment, which takes time and mediation but which can be achieved through an approach to teacher professional development located in critically reflexive practice.

It's almost like a dinner party and a buffet. A dinner party you get dished up stuff and you eat it and a buffet you can choose what you want out of a range of stuff. I mean think about it when you go to a dinner party- they always dish up something you don't like and you don't want to eat it anyway. It's the same if you have a lecturer in the front that just dishes out what you're going to learn, ... you have to learn it. But in terms of the curriculum negotiation process, I've got to choose what I wanted to leam. (Melissa II 27/11/01: 3) This thesis focuses on the process of negotiating the curriculum with twelve pre-service teachers registered for the Bachelor of Education (Primary) Degree during their Mathematics Education Course in their third year of study. The research is presented methodologically as an action research located within two paradigmatic positions, interpretive and critical. The research attempted to understand, interpret and critique the process of curriculum negotiation within the context of teacher education in South Africa In order to understand the negotiated curriculum process, experiences of the participants are presented through the use of their voices within the thesis. The interpretation is based on the construction and reconstruction of meaning during the enactment of the negotiated curriculum process and during the writing and reviewing of this thesis. The critique is rooted in the historical, cultural and social contexts of both the students and the author. The main contention of this thesis is that curriculum negotiation is not necessarily a suitable vehicle for developing a critical pedagogy in pre-service teacher education when all the participants form a homogenous group in this case, white middle-class women. The democratic values promoted within the context of our curriculum negotiation were fraught with dilemmas and entrenched the values of western liberalism. At most, the curriculum negotiation process and the development of a democratic learning environment, promoted a conscientisation at an individual level, namely a ' transformation of consciousness' . The democratic values promoted in our pedagogy were not sufficient in bringing about social change, a 'transformation for social action'.