The Dynamic Models in School-based Curriculum Development and College English Reform in Mainland China

Ran Wei

doi:doi:10.11648/j.tecs.20210602.13

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The Dynamic Models in School-based Curriculum Development and College English Reform in Mainland China

Ran Wei

Published in Teacher Education and Curriculum Studies (Volume 6, Issue 2)

Received: 24 April 2021 Accepted: 8 May 2021 Published: 20 May 2021

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Abstract

School-based curriculum development (SBCD) features the role of schools in curriculum decision-making and highlights the importance of school-based curriculum designs. By means of literature reviews on the dynamic models in SBCD, namely Stenhouse’s process model and Skilbeck’s situational model, this paper evaluates the two models to point out the strengths and weaknesses of SBCD. Both the process model and the situational model highlight the importance of dynamic process and regard curriculum development as a dynamic interactive progress rather than a linear process. Additionally, they reveal the high demands for autonomy in curriculum development, emphasizing the interaction between the curriculum developers. However, although teachers as the major implementers shift their positions to the chief curriculum developers in the dynamic models of SBCD, more attention should be paid to the external and internal factors influencing the change of their roles. On the other hand, curriculum evaluation should consider both the suitability and sustainability of the curriculum. In the end, the paper ends with a case, an ongoing school-based college English curriculum reform in a provincial university in mainland China, that puts these abovementioned theories into practice. The case reflects the dynamic features of curriculum design concerning a lot about teaching process and students’ needs in specific university contexts. Apart from the short-term goal of using the curriculum to fit current students’ needs, more attention should be paid to cover the sustainability of the curriculum for its long-term use. Through the documented literature review and case analysis, it is indeed conducive to better our understanding of this reform pattern and get more inspiration about the feasibility and applicability of SBCD in our actual practice of education reform.

Published in	Teacher Education and Curriculum Studies (Volume 6, Issue 2)
DOI	10.11648/j.tecs.20210602.13
Page(s)	61-65
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

School-based Curriculum Development, Process Model, Situational Model, Literature Review Analysis, Case Analysis

References

[1]	Bolstad, R. (2004). School-based curriculum development: Principles, processes, and practices. Journal of curriculum studies, 31 (1), 83-97.
[2]	Buskist, W. & Davis, S. F. (2006). Handbook of the teaching of psychology. Malden, MA: Blackwell.
[3]	Cai, J. G. (2014). English for academic purposes and quality foreign language education. Computer-assisted Foreign Language Education, 3, 3-8.
[4]	Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47 (4), 47-61.
[5]	Fullan, M. (2001). The new meaning of educational change (3rd edn.). London: Routledge Falmer.
[6]	Fullan, M. (2015). The new meaning of educational change (5th edn.). New York, NY: Teachers College Press.
[7]	Fullan, M., & Watson, N. (2010). School-based management: Reconceptualizing to improve learning outcomes. School Effectiveness and School Improvement, 11 (4), 453-473.
[8]	Harber, C., & Davies, L. (1997). School management and school effectiveness in developing countries. London: Cassell.
[9]	Huang, F. (2004). Curriculum reform in contemporary China: Seven goals and six strategies. Journal of Curriculum Studies, 36 (1), 101-115.
[10]	James, M. (2012). An alternative to the objectives model: The process model for the design and development of the curriculum. In N. Norris and J. Elliot (eds.). Curriculum, pedagogy and educational research: The work of Lawrence Stenhouse (pp. 61-83). Abingdon: Routledge.
[11]	Marsh, C. J. (2005). Curriculum: Who initiates? Who determines priorities? Who is responsible for what happens? Lessons from Australia. Journal of Educational Research and Development, 6, 63-78.
[12]	Ministry of Education, China. (2007). College English curriculum requirements. Shanghai, China: Shanghai Foreign Language Education Press.
[13]	Neary, M. (2002). Curriculum studies in post-compulsory and adult education. Cheltenham: Nelson-Thornes.
[14]	Skilbeck, M. (1984). School-based curriculum development. London: Harper & Row Publishers.
[15]	Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heineman.
[16]	Wall, D. (1996). Introducing new tests into traditional systems: Insights from general education and from innovation theory. Language Testing, 13 (3), 334-354.
[17]	Waters, A. (2009). Managing innovation in English language education. Language Teaching, 42 (4), 421-458.

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Ran Wei. (2021). The Dynamic Models in School-based Curriculum Development and College English Reform in Mainland China. Teacher Education and Curriculum Studies, 6(2), 61-65. https://doi.org/10.11648/j.tecs.20210602.13

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ACS Style

Ran Wei. The Dynamic Models in School-based Curriculum Development and College English Reform in Mainland China. Teach. Educ. Curric. Stud. 2021, 6(2), 61-65. doi: 10.11648/j.tecs.20210602.13

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AMA Style

Ran Wei. The Dynamic Models in School-based Curriculum Development and College English Reform in Mainland China. Teach Educ Curric Stud. 2021;6(2):61-65. doi: 10.11648/j.tecs.20210602.13

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@article{10.11648/j.tecs.20210602.13,
  author = {Ran Wei},
  title = {The Dynamic Models in School-based Curriculum Development and College English Reform in Mainland China},
  journal = {Teacher Education and Curriculum Studies},
  volume = {6},
  number = {2},
  pages = {61-65},
  doi = {10.11648/j.tecs.20210602.13},
  url = {https://doi.org/10.11648/j.tecs.20210602.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20210602.13},
  abstract = {School-based curriculum development (SBCD) features the role of schools in curriculum decision-making and highlights the importance of school-based curriculum designs. By means of literature reviews on the dynamic models in SBCD, namely Stenhouse’s process model and Skilbeck’s situational model, this paper evaluates the two models to point out the strengths and weaknesses of SBCD. Both the process model and the situational model highlight the importance of dynamic process and regard curriculum development as a dynamic interactive progress rather than a linear process. Additionally, they reveal the high demands for autonomy in curriculum development, emphasizing the interaction between the curriculum developers. However, although teachers as the major implementers shift their positions to the chief curriculum developers in the dynamic models of SBCD, more attention should be paid to the external and internal factors influencing the change of their roles. On the other hand, curriculum evaluation should consider both the suitability and sustainability of the curriculum. In the end, the paper ends with a case, an ongoing school-based college English curriculum reform in a provincial university in mainland China, that puts these abovementioned theories into practice. The case reflects the dynamic features of curriculum design concerning a lot about teaching process and students’ needs in specific university contexts. Apart from the short-term goal of using the curriculum to fit current students’ needs, more attention should be paid to cover the sustainability of the curriculum for its long-term use. Through the documented literature review and case analysis, it is indeed conducive to better our understanding of this reform pattern and get more inspiration about the feasibility and applicability of SBCD in our actual practice of education reform.},
 year = {2021}
}

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TY  - JOUR
T1  - The Dynamic Models in School-based Curriculum Development and College English Reform in Mainland China
AU  - Ran Wei
Y1  - 2021/05/20
PY  - 2021
N1  - https://doi.org/10.11648/j.tecs.20210602.13
DO  - 10.11648/j.tecs.20210602.13
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 61
EP  - 65
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20210602.13
AB  - School-based curriculum development (SBCD) features the role of schools in curriculum decision-making and highlights the importance of school-based curriculum designs. By means of literature reviews on the dynamic models in SBCD, namely Stenhouse’s process model and Skilbeck’s situational model, this paper evaluates the two models to point out the strengths and weaknesses of SBCD. Both the process model and the situational model highlight the importance of dynamic process and regard curriculum development as a dynamic interactive progress rather than a linear process. Additionally, they reveal the high demands for autonomy in curriculum development, emphasizing the interaction between the curriculum developers. However, although teachers as the major implementers shift their positions to the chief curriculum developers in the dynamic models of SBCD, more attention should be paid to the external and internal factors influencing the change of their roles. On the other hand, curriculum evaluation should consider both the suitability and sustainability of the curriculum. In the end, the paper ends with a case, an ongoing school-based college English curriculum reform in a provincial university in mainland China, that puts these abovementioned theories into practice. The case reflects the dynamic features of curriculum design concerning a lot about teaching process and students’ needs in specific university contexts. Apart from the short-term goal of using the curriculum to fit current students’ needs, more attention should be paid to cover the sustainability of the curriculum for its long-term use. Through the documented literature review and case analysis, it is indeed conducive to better our understanding of this reform pattern and get more inspiration about the feasibility and applicability of SBCD in our actual practice of education reform.
VL  - 6
IS  - 2
ER  -

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Author Information

Ran Wei

School of Foreign Studies, Jiangsu Normal University, Xuzhou, P R China

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Plain Text BibTeX RIS

APA Style

Ran Wei. (2021). The Dynamic Models in School-based Curriculum Development and College English Reform in Mainland China. Teacher Education and Curriculum Studies, 6(2), 61-65. https://doi.org/10.11648/j.tecs.20210602.13

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ACS Style

Ran Wei. The Dynamic Models in School-based Curriculum Development and College English Reform in Mainland China. Teach. Educ. Curric. Stud. 2021, 6(2), 61-65. doi: 10.11648/j.tecs.20210602.13

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AMA Style

Ran Wei. The Dynamic Models in School-based Curriculum Development and College English Reform in Mainland China. Teach Educ Curric Stud. 2021;6(2):61-65. doi: 10.11648/j.tecs.20210602.13

Copy | Download

@article{10.11648/j.tecs.20210602.13,
  author = {Ran Wei},
  title = {The Dynamic Models in School-based Curriculum Development and College English Reform in Mainland China},
  journal = {Teacher Education and Curriculum Studies},
  volume = {6},
  number = {2},
  pages = {61-65},
  doi = {10.11648/j.tecs.20210602.13},
  url = {https://doi.org/10.11648/j.tecs.20210602.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20210602.13},
  abstract = {School-based curriculum development (SBCD) features the role of schools in curriculum decision-making and highlights the importance of school-based curriculum designs. By means of literature reviews on the dynamic models in SBCD, namely Stenhouse’s process model and Skilbeck’s situational model, this paper evaluates the two models to point out the strengths and weaknesses of SBCD. Both the process model and the situational model highlight the importance of dynamic process and regard curriculum development as a dynamic interactive progress rather than a linear process. Additionally, they reveal the high demands for autonomy in curriculum development, emphasizing the interaction between the curriculum developers. However, although teachers as the major implementers shift their positions to the chief curriculum developers in the dynamic models of SBCD, more attention should be paid to the external and internal factors influencing the change of their roles. On the other hand, curriculum evaluation should consider both the suitability and sustainability of the curriculum. In the end, the paper ends with a case, an ongoing school-based college English curriculum reform in a provincial university in mainland China, that puts these abovementioned theories into practice. The case reflects the dynamic features of curriculum design concerning a lot about teaching process and students’ needs in specific university contexts. Apart from the short-term goal of using the curriculum to fit current students’ needs, more attention should be paid to cover the sustainability of the curriculum for its long-term use. Through the documented literature review and case analysis, it is indeed conducive to better our understanding of this reform pattern and get more inspiration about the feasibility and applicability of SBCD in our actual practice of education reform.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - The Dynamic Models in School-based Curriculum Development and College English Reform in Mainland China
AU  - Ran Wei
Y1  - 2021/05/20
PY  - 2021
N1  - https://doi.org/10.11648/j.tecs.20210602.13
DO  - 10.11648/j.tecs.20210602.13
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 61
EP  - 65
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20210602.13
AB  - School-based curriculum development (SBCD) features the role of schools in curriculum decision-making and highlights the importance of school-based curriculum designs. By means of literature reviews on the dynamic models in SBCD, namely Stenhouse’s process model and Skilbeck’s situational model, this paper evaluates the two models to point out the strengths and weaknesses of SBCD. Both the process model and the situational model highlight the importance of dynamic process and regard curriculum development as a dynamic interactive progress rather than a linear process. Additionally, they reveal the high demands for autonomy in curriculum development, emphasizing the interaction between the curriculum developers. However, although teachers as the major implementers shift their positions to the chief curriculum developers in the dynamic models of SBCD, more attention should be paid to the external and internal factors influencing the change of their roles. On the other hand, curriculum evaluation should consider both the suitability and sustainability of the curriculum. In the end, the paper ends with a case, an ongoing school-based college English curriculum reform in a provincial university in mainland China, that puts these abovementioned theories into practice. The case reflects the dynamic features of curriculum design concerning a lot about teaching process and students’ needs in specific university contexts. Apart from the short-term goal of using the curriculum to fit current students’ needs, more attention should be paid to cover the sustainability of the curriculum for its long-term use. Through the documented literature review and case analysis, it is indeed conducive to better our understanding of this reform pattern and get more inspiration about the feasibility and applicability of SBCD in our actual practice of education reform.
VL  - 6
IS  - 2
ER  -

Copy | Download