Managing Curricular Innovation

This book provides a comprehensive overview of the theory and practice of instituting change in language education programs. Markee presents a theoretical framework based on an analysis of six different examples of curricular and teacher innovation. The text then illustrates how the framework was applied to the management of a major curricular change in a U.S. university program. An analysis of this case study leads to the formulation of nine principles that language teaching professionals may use to guide their own management of educational innovation. The conclusions reached will be of interest to language teachers, researchers, teacher educators, and program administrators.

Originally published in 1983. This book deals with theories of innovation and activities of innovating and the relationships between them, and will help to clarify some of the underlying theories and enable practitioners to make a more professional response to the demands and pressures for innovation. The book analyses some case studies of educational innovations carried out on both sides of the Atlantic and suggests what lessons might be learned from them. It stresses the importance of the active involvement of teachers in the decision-making process and emphasises the importance of a rigorous and broadly based evaluation of innovation. The controversial issue of the use of external consultants in schools is discussed. Written in a clear style, free from jargon, theories are not discussed in isolation or for their own sake, but are applied and related to educational practice.

Most South African principals believe that subject heads and Heads of Departments should manage curriculum and teaching monitoring instead of (HODs). Due to this impression, curricular management by principals does not support teaching and learning.

'Because of the insights offered the book under review should be compulsory reading for Ministers of Education and educational planners as well as for students of educational reform. They would find it readable, informative and disturbing. This could well become a classic account of why innovations fail. - Keith Watson, Department of Education Studies and Management, University of Reading Educational investment is now back at the top of the development agenda. The World Conference on Education for All confirmed the commitment of national governments and donors to provide opportunities for all children to enrol in school and reach minimum levels of achievement. This book takes a new look at the problems that confront politicians, planners, curriculum developers and teachers in implementing educational innovations in developing countries. The insights into theory and practice that emerge provide the intellectual yeast for the development of effective innovation strategies for the next decade.

The introduction of Curriculum 2005 and Outcomes Based Education mark both a sea change in the way in which education is offered in schools, and a challenge to all involved. This book considers the main issues in curriculum management as education switches to a more devolved framework.