Summary of Thesis Title: Investigation of the Related Factors of School Based Curriculum Development in Elementary and Junior High Schools in Kaohsiung Summary The purposes of this research are to investigate the related factors of school based curriculum development and its present condition of practice in elementary and junior high school in Kaohsiung, analyze how different background variables vary in different levels in SBCD, and predict the effect of practice this curriculum. In order to achieve these goals, according to the investigation and analysis of documents and practical experience, I edit a poll to investigate the related factors of SBCD. I sample 35 public schools and 549 teachers in Kaohsiung as subjects of investigation. Research methods include description and statistic, t- test, one-way analysis variance, step-wise multiple regression analysis. Then I start to undergo statistic and analysis and get the following conclusions and suggestions. Conclusion: I. At present, teachers in elementary and junior high schools put much emphasis on SBCD and it develops quite well. II. Teachers in elementary and junior high schools approve the six standards for SBCD: achieve educational goals, correspond with school expectations, harmony with community conditions, demonstrate school traits, foster teacher¡¦s, professional develment, adapt to student¡¦s needs. III. Male teachers, teachers of special education and teachers graduating from junior colleges emphasize the factors of SBCD and they carry it out better. IV. In schools founded more than 40 years, teachers serving school affairs concurrently put more emphasis on how ¡¨the structure and atmosphere of organizations¡¨, ¡§resources¡¨, ¡§curriculum leadership¡¨ and ¡§curricular management¡¨ effect the practice of SBCD than teachers in charge of a class or a certain subject. V. Teachers in schools founded more than 10 years but less than 20 years lack professional independence. Profession independence and curriculum leadership are not good for teachers in schools of large size. VI. The better the related factors of SBCD, the better SBCD will develop. VII. In the prediction about how the factors of people, curricular cases and organization affect SBCD, ¡§organization¡¨ is the most predictive. Suggestions: I. Suggestions for organizations in charge of education 1. Actively publicize the successful factors of SBCD. Strengthen teachers¡¦ ability to develop this curriculum. 2. Set up centers of curricular guidance and teaching resources. Support the curriculum leadership in every school. 3. Invite outstanding people who perform well in culture to participate in this curriculum. 4. Provide cases earmarked for special efforts with fund to enhance the effect of carrying out SBCD. 5. The size of schools is moderate from containing 26 to 47 classes. If the size is too large or too small, it is disadvantageous to carry out SBCD. 6. Rebuild the manpower of organization. Provide organizations with chances of learning and interaction and create harmonious culture. 7. Only emphasis of the distribution of time can exercise its functions to the utmost. II. Suggestions for schools and teachers¡¨ 1. Cultivate excellent campus culture to create democratic and harmonious organization atmosphere. 2. Provide appropriate and sufficient time and resources to enhance the effect of carrying out this curriculum. 3 .The future direction is to carry out the evaluation of curriculum. So we have to establish teachers¡¦ professional status and carry out the evaluation of effect of SBCD. 4. Make good use of teachers who have taught more than 25 years to set SBCD into action. 5. Encourage female teachers to take part in programs of further education. 6. Strengthen the concern and guidance of curriculum leadership in schools founded more than 10 years but less than 20 years. III. Suggestions for related research in the future 1. Expand the range of research 2. Expand the subjects of research 3. Combine various research methods Key words: curriculum development, school based curriculum development, the effect of school based curriculum development, teachers¡¦ profession development, the evaluation of school based curriculum development

A study on school-based curriculum management in elementary schools of Kaohsiung County. Abstract The first purpose of this study is to investigate the viewpoints and needs of school-based curriculum management ¡]SBCM¡^. The second is to investigate the educators as a practitioner of SBCM in elementary schools of Kaohsiung County. Finally, based on research findings, some proposals for improving the management of school-based curriculum are presented. To accomplish these purposes, through the result of literary review, the investigator has concluded with 7 viewpoints and 5 needs of SBCM, and then according to its contents to compile ¡§A questionnaire to survey the viewpoints and needs of school-based curriculum management in the elementary schools¡¨ to study the current situation for practicing SBCM. The objects of this study are the school staffs of public elementary schools in Kaohsiung County. The total of 120 schools and 519 effective samples were acquired. And these data were analyzed by using the method of statistics, including mean and standard deviation, percentage analysis, AVOVA, Scheffe method- post hoc comparison and product- moment correlation . From the data of literary reviews and the questionnaire, the conclusions are as follows: 1. SBCM is one of the main purposes on ¡§Grade 1-9 curriculum Guidelines¡¨ to put the curriculum reform into practice. The curriculum focuses not only on the core of the educational rationale but also on the students¡¦ learning activities. The curriculum rationale is close to the postmodern period which paid close attention to the interaction between teachers and students with positive dialogues to develop their curriculum. The curriculum encourages students to understand knowledge better, that allows the whole curriculum more flexible and adjustable. The supports of the communities and positive criticisms will help the whole curriculum well-developed. 2. According to the questionnaire, the viewpoints of the educators about SBCM reveal that during the seven factors, those ¡§male¡¨, ¡§age above 51¡¨ , ¡§higher seniority¡¨, ¡§status as a principal¡¨, ¡§forty-credit program¡¨ are closer to ¡§fit in with¡¨ or ¡§much fit in with¡¨ the viewpoints. As to the school districts and scales, the schools with less than 12 classes are closer to the viewpoints on the factors of ¡§curriculum goal ¡§, ¡§curriculum plan¡¨, ¡§curriculum implementation¡¨, ¡§curriculum evaluation¡¨ and ¡§curriculum leadership¡¨. 3. As to the needs of SBCM, the data analysis reveals that those ¡§female¡¨, or ¡§status as a teacher¡¨ were less-needed on ¡§Expense¡¨; those ¡§male¡¨, ¡§age above 51¡¨, ¡§higher seniority¡¨, ¡§status as a principal¡¨, ¡§Master Degree¡¨ are closer to ¡§fit in with¡¨ or ¡§much fit in with¡¨ the needs. 4. Educators from different educational backgrounds will cause the differences on the viewpoints and needs of CBCM. With the factors of ¡§professional development ¡§and ¡§related arrangements¡¨, reveals that those who are qualified with either ¡§Master Degree¡¨ or ¡§higher seniority¡¨ are more eligible than the others. 5.Within the viewpoints and needs of CBCM, there are middle-low proof of positive correlation on them, and also reach .01 significant level. Among the factors, there are one pair ¡]£q1¡B£b1¡^reach middle correlation, especially the coefficient between ¡§£q1¡¨ and ¡§organizational operation¡¨ is the highest, but the coefficient between ¡§£b1¡¨ and ¡§Expense¡¨ is the lowest. According to the data of literary review and the questionnaire, the conclusions are as follows: 1. The experiences on SBM in other countries can be referred by our domestic schools. Then, we can establish a better and competent curriculum for Taiwan education. 2. SBCM should emphasize (on) working on the theories and practice of personnel administration, expense and curriculum management. 3. Use various resources to improve the educators on their professional development. 4.To encourage the educators ,who are ¡§young¡¨¡]less than 30 years old¡^, ¡§female¡¨, ¡§less-seniority¡¨ and ¡§Bachelor Degree¡¨, enthusiastically participate in the SBCM affairs. 5. To study relevant laws and Acts to promote practical SBCM affairs. 6. To emphasize the importance of school-based curriculum leadership. 7. To establish the workable management measure of SBCM. 8. To establish a wholesome evaluation measure of SBCM.

published_or_final_version / Education / Doctoral / Doctor of Philosophy

The Research of Constructing School-based Curriculum Evaluation in the basis of ISO9001 : 2000 -- An Example of Kaohsiung Min-Chyuan Elementary School kuo¡A Chin-chan Abstract With the development of school-based curriculum, school-based curriculum evaluation viewed as part of school-based curriculum grows as well. ¡§Evaluation¡¨ contributes to quality control, Education value determination, administration accomplishment promotion ,and teacher .Specialization to perform the characteristics of school and create the value of school education. As a result, selection of the school-based curriculum evaluation model should be emphasized. The purpose of this research is to initiate ISO 9001:2000 quality control system constructing ISO 9001:2000 school-based curriculum evaluation model in order to effectively promote school-based curriculum quality, teacher profession, and administration accomplishment. Then, discovering the problem of each educational scene objectively to solve problem by internal criticism and external criticism. Furthermore, to prove the effectiveness and approval of ISO 9001:2000 school-based curriculum evaluation construction via international identification is expecting. First of all, this research adopt document analysis methodology to discuss not only the spirit and connotation of ISO 9001:2000 but also the difficulty and model of each kind of school-based curriculum evaluation for constructing the school¡Xbased curriculum evaluation structure. Secondly, to establish the ISO 9001:2000 organization in school curriculum development commit as the quality control system to process the implement at Kaohsiung Min-Chyuan Elementary School. Moreover, to edit one quality manual, seventeen procedure books and list as research implements to start the system, proceed school-based curriculum evaluation, and apply ¡§International identification¡¨ to complete this research. The conclusion of this research are as followings¡G 1. By the procedure: school-based curriculum evaluation concept composition¡÷establish ISO 9001:2000 organization in curriculum development commit¡÷adopt the spirit of PDCA¡÷build ISO 9001:2000 quality management system¡÷edit quality manual, procedure books, and lists¡÷system implement, will create the quality management system of ISO 9001:2000 school-based curriculum evaluation. 2. ISO 9001:2000 can inspect the quality problem of school-based curriculum and achieve the education goal effectively. 3. ISO 9001:2000 quality management system can promote teacher profession, and administration accomplishment. 4. Via ISO external criticism can find out the problem of each educational scene and solve problems totally. 5. Implying ISO 9001:2000 to construct school-based curriculum is effective. According to the result of this research, the four suggestions are made to provide resource of further research and implement for schools, administration, ISO institute. Keywords ¡Gschool-based curriculum development school-based curriculum evaluation International Organization for Standardization 9001¡G2000

The review of the literature, which constitutes the first two chapters of the study, traces the movement towards the development of an autonomous ACT education system and the development within that movement of a philosophy of devolution of decision-making to individual schools within the larger ACT system. In particular the Currie, Neal-Radford, Campbell and Hughes Reports have been drawn upon rather extensively to illustrate, not only the arguments being put forward for the adoption of a philosophy of school-based curriculum development, but also the rather strong proposals for extensive systemic support services for schools, especially in the early years of the new system. The second part of the literature survey discusses the possible problems associated with the implementation of school-based curriculum development. These problems are mostly associated with five interrelated elements within curriculum development; manpower, activity, materials, finance and time. Finally the literature review discusses feelings of discontent with school-based curriculum development that have surfaced at various parts of the system in recent times. Ensuing chapters of the study describe the survey and discuss the findings. The survey, which involved the completion of a questionnaire consisting of four parts, was designed to provide information regarding the extent to which the philosophies of school-based curriculum development have been adopted, the effectiveness of school and systemic support, the extent to which teachers have coped with associated problems and to identify areas of need within the ACT education system with regard to school-based curriculum development. The concluding section discusses the implications of these findings and suggests a number of areas of need within the primary sector of the ACT Educational System that will have to be satisfied if it is not to suffer by comparison with Australian state primary education systems in the future. Possible areas for future research were then suggested and the future of school-based curriculum development in ACT primary schools was discussed.

The purpose of this study is to explore the development of the school-based curriculum in junior high schools in Tainan City. The strategy adopted for analysing this study is to consider literature review, document analysis, and interviews. Besides, analyize the curriculum contents in junior high schools in Tainan City in the 93 academic year.In addition,four academic directors at junior high schools in Tainan were selected to do the interview. They were required to verbalize their thoughts and feelings in the task. Their interviews were then transcribed, and the data were further identified, categorized, and defined.The findings were categorized into three major categorizes,SWOT analysis,curriculum development organization,and curriculum contents. The above study allows us to reach the following conclusions¡G 1¡B The committees of the school-based curriculum development in junior high schools in Tainan City have been founded by the regulations. 2¡B The school-based curriculums in junior high schools in Tainan City have been arranged by the regulations. And everything goes according to plan.However, most schools have similar plans,so it¡¦s hard to show the individuality of each school. 3¡B All of the junior high schools in Tainan City have analyzed SWOT, and have established a school vision based on the analysis. 4¡B Most members in junior high schools in Tainan City are vague about the school-based curriculum development. 5¡B The curriculum evaluation in junior high schools in Tainan City needs improving. 6¡B The integrative curriculum is widely accepped by the school-based curriculum in junior high schools in Tainan City. 7¡B Parents in urban areas actively participate in school activities; parents in country areas passively participate in school activities. Community resources are well integrated with the school-based curriculums. 8¡B In spite of the entrance examination,the school-based curriculums have no big differences between junior high schools in Tainan City. The class schedule has much difference between public and private schools. Based on the conclusions,the difficulities our schools have encountered are how to integrate School-Based Curriculum Development with the Basic Achievement Test. The findings obtained from this study attempted to provide concrete suggestions for junior high schools and educational administration agenies, and invite further research in the future.

Abstract The purposes of this research were¡G(1) to uncover the implementation of school-based curriculum evaluation and the current state of teacher¡¦s self-understanding on professional curriculum knowledge and skills of public elementary schools of Kaohsiung City; (2) to analyze the differences of dimensions of school-based curriculum evaluation on different background variables; (3) to realize the differences on professional curriculum knowledge and skills of teachers on different background variables; (4) to explore the relationship between the current outcomes of school-based curriculum evaluation and professional curriculum knowledge and skills of teachers; (5) to offer feasible suggestions according to the results for schools which can implement school-based curriculum evaluation and teachers who might improve their curriculum knowledge and skills. This research adopted questionnaire method to collect information about the current state of the implementation of school-based curriculum and self-understanding of professional knowledge and skills of teachers in public elementary schools of Kaohsiung City. Questionnaires were given to 552 teachers of 45 classes and 438 of which were valid. Two major instruments, i.e. The outcomes of School-Based Curriculum Questionnaire and Teacher¡¦s Self-understanding of Professional Curriculum Knowledge and Skills Questionnaire, were designed to collect data, which were later analyzed by means of percentage frequently distribution, t-test, one-way ANOVA, and so on. The major results were summarized as follows¡G 1. Most teachers affirm the fine achievements of the current state of school-based curriculum evaluation in public elementary schools of Kaohsiung City. There are high performances in self-understanding of professional curriculum knowledge and skills of teachers in public elementary schools of Kaohsiung City. Therefore, Schools in Kaohsiung have put into effects of the implementation of school-based curriculum evaluation. 2. Age, educational background and teaching seniority of teachers have no influence on school-based curriculum evaluation; teachers who hold executive positions ranked high on ¡§evaluation use¡¨ by levels, and approve the implementation of it. High school-based curriculum evaluation participation ranked high in ¡§evaluation plan¡¨ by levels, and approve the measures of it. There were significant differences on school scales, history of school-based curriculum evaluation by levels. 3. There were significant differences on teacher curriculum professional knowledge and skills based on diverse educational background, position and the participation. Teachers who have a graduate school diploma, hold the executive positions or have high degree of participation in school-based curriculum evaluation show better curriculum professional knowledge and skills¡FThere is no influence on age and seniority of teachers. School scales and history show significant differences on teacher curriculum professional knowledge and skills, and medium schools or schools which have the history more than 61 years ranked high on teacher curriculum professional knowledge and skills. 4. Separating high from low performance on school-based curriculum evaluation has significant differences on self-understanding of teacher curriculum professional knowledge and skills. Teachers who have high performance are equipped with better professional knowledge and skills, vice versa. In accordance with the results of this research, suggestions concerning aspects of the authorities, schools, educational executive units were put forward. Further studies were also proposed. Key words: the implementation of school-based curriculum evaluation, professional curriculum knowledge and skills

Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Education, 1998. / This case study explores, through critical reflection, the process of a school-based curriculum change (SBCC) and examines to what extent the application of adult education principles facilitates this process. The change is related to three issues: the process of curriculum development; the shift towards professional development based on adult education principles; and the changing role of the consultant in relation to curriculum development. Tire consultant came to realize that in order to promote school based curriculum development it was necessary to work with the head of the department and the teachers in a participative mode, rather than taking a stand as a curriculum development expert. The research findings suggest that in order to apply adult education principles to teachers’ professional development, the consultant needs to move from consultancy based on an expert role towards consultancy based on a process role. The research proposes that professional development based on adult education principles and teamwork could be a promising introduction to a secondorder change promoting a school culture of teamwork and critical reflection. The researcher came to question the appropriateness of a case study based on participant observation as a research methodology in the workplace. She suggests that an action research could be more advantageous to promote a second-order change and could be more in line with adult education principles.

A Home Economics Curriculum Framework was developed in 1984 in the A.C.T and implementation commenced in 1985. The purpose of this study was to examine the implementation process in order to identify areas of concern and difficulties encountered. The study is set in the context of the establishment of School Based Curriculum Development in the A.C.T Education System and the program of Curriculum Review and Renewal set up in 1983. The initiation and development of the Home Economics Curriculum Framework within this context was explored. A case study was undertaken covering the period 1985-1987 involving six A.C.T High Schools which first implemented the Home Economics Framework. Fullan's model of implementation was used as a focus for the study and both qualitative and quantitative data techniques were applied.

The purposes of this study, through the researcher¡¦s action research, explore the topics including the concept of the principal¡¦s curriculum leadership, the correlative factors that affect the principal¡¦s curriculum leadership, and how to advance curriculum leadership in nine-year coherence curriculum. The research methods are interview, secondarily document analysis, and participant observation to investigate and analyze the problems and the solution of the problems on curriculum leadership of the junior high school principal. Be based on the results, the conclusions of the study are as follows : ¢¹. The concept of the junior high school principal 1. The ideas of the principal¡¦s student-based curriculum leadership affect the courses of school curriculum development. 2. Unite the principal¡¦s curriculum leadership with the activities on teachers¡¦ professional growth. 3. Adopt expedient leadership to promote the effect in the principal¡¦s curriculum leadership ¢º. The factors that affect the researcher¡¦s curriculum leadership According to the situation at our school, the principal¡¦s curriculum leadership is affected by some factors, for example, the principal, teachers, the organization, the chief of the education administration agency, and community ; however the factors show various influential degree. ¢». How does the researcher advance curriculum leadership in nine-year coherence curriculum 1. The researcher¡¦s curriculum leadership has four stages ¡V organization, design, implementation, and feedback to develop school-based curriculum. 2. School vision should be formed by the democratized mechanism, and fused into curriculum design. 3. Hold teaching demonstration to promote teachers¡¦ teaching effectiveness to be beneficial to develop the principal¡¦s curriculum leadership. 4. Investigating and developing the objective curriculum evaluation system is the theme that requires efforts in our school principal¡¦s curriculum leadership. 5. Associating community resources to establish the connection of coexistence and mutual benefit between community and the school is the problem that has to be faced fearlessly to principal¡¦s curriculum leadership. Finally according to the conclusion, the study takes one step ahead to propose some suggestions separatly focusing on the general junior high school principal, the education administation organizations, and the latter researches in the future.