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

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.

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 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

本研究為了解教育政策之執行力此一主題，選取一所國民中學為研究場地，透過訪談了解研究對象在學校本位課程發展中的表現，輔以文件、網頁訊息等資料，一方面企圖觀察其學校本位課程發展是否已經啟動，以描繪出個案學校的課程發展輪廓：另一方面則在分析影響學校本位課程發展成效之原因，目的在於為教育政策執行成效提供理論上的解釋。 經由分析訪談資料並驗證研究架構之後，本研究發現個案學校的學校本位課程發展，表現在由上而下的行政規劃上，但尚缺乏由下而上的集思廣益機制，以致於個案學校之學校本位課程發展成效不彰。最後並對個案學校與後續研究提出若干建議。 / In order to understand the "policy implementation ability of educational policy", the researcher chose a junior high school as the studying case. On one hand, the researcher interviewed with several teachers active in the school-based curriculum development("SBCD"), telling how it worked; on the other hand, the researcher tried to analyze the causes of the performance of SBCD of the school, aiming at a theoretical explanation of the "policy implementation ability of educational policy" . Having followed the research procedure, this article concluded that the performance of SBCD of the school was far from satisfying, because of the lack of a "bottom-up group-think mechanism". Finally, this artical ended with some suggestions concerning with the studying-case school and the follow-up resarch.

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