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.
| Identifer | oai:union.ndltd.org:ADTP/219455 |
| Date | January 1982 |
| Creators | Wilkinson, Mervyn B., n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Mervyn B. Wilkinson |
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