School-based curriculum development in Singapore: a case study of a primary school

Implicit in the rationale behind the shift from a centre-periphery/systems management approach to a school-based curriculum development (SBCD) approach to curriculum innovation and development are two notions which are viewed here as problematic. The first is that teachers will be ‘free’ to develop curricula which conform to a pedagogic ideal. Based on case-study research, it is argued that this notion must be approached with caution, as it can be shown that, even in a situation where teachers themselves initiate innovation, their actions are constrained by a number of in-school structures. The second notion is that SBCD may be able to overcome problems that occur between the creation and implementation of innovatory programs. However it is argued that individual teachers who are involved in creating an innovative idea also paradoxically interpret this idea in different ways and implement it differently. It is concluded that transformation of innovative ideas is inevitable in any innovatory program, and that this factor may act as a counterbalance to excesses in bureaucratic control sometimes evident in centre-periphery/systems management approaches.

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Corrigendum to “Problems on primary school-based in-service training in Vietnam: A case study of Bac Giang Province” by Eisuke Saito, Atsushi Tsukui, Yoshitaka Tanaka [Int. J. Educ. Dev. 28(1) (2008) 89–103]

International Journal of Educational Development ◽

10.1016/j.ijedudev.2008.07.001 ◽

2008 ◽

Vol 28 (6) ◽

pp. 772

Author(s):

Eisuke Saito

Keyword(s):

Primary School ◽

School Based ◽

Service Training

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Children at transition from primary school reflecting on what schools are for – narratives of connectedness, (mis)recognition and becoming

Childhood ◽

10.1177/0907568221992852 ◽

2021 ◽

pp. 090756822199285

Author(s):

Daniela Sime ◽

Robbie Gilligan ◽

Jennifer Scholtz

Keyword(s):

Secondary School ◽

Primary School ◽

Sense Of Self ◽

School Based ◽

Emotional Aspects ◽

Recognition Theory

This article draws on a school-based case study carried out in Scotland with 11–12-year-olds reflecting on their views and experiences of school before transitioning from primary to secondary school. Drawing on Honneth’s recognition theory, and the dimensions of love, rights and solidarity, the findings show that school was seen by children as a place of dialogue, reciprocity and recognition; the learning and knowledge activities cannot be separated from the relational and emotional aspects. When misrecognition happens, subjects’ identity and sense of self-respect can be deeply violated.

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KEPEMIMPINAN KEPALA MADRASAH DALAM MEWUJUDKAN PEMBELAJARAN EFEKTIF DI MADRASAH IBTIDAIYYAH RAHMAH EL YUNUSIYYAH DINIYYAH PUTERI PADANG PANJANG

ELEMENTARY: Islamic Teacher Journal ◽

10.21043/elementary.v4i1.1975 ◽

2017 ◽

Vol 4 (1) ◽

Author(s):

Emi Ratna Aprilana ◽

Muhammad Kristiawan ◽

Hafulyon Hafulyon

Keyword(s):

Primary School ◽

Technical Skills ◽

Effective Learning ◽

School Based ◽

Teachers And Students ◽

Human Skills ◽

Conceptual Skills ◽

Character Building ◽

Good Attitude

Abstract: This study was aimed at describing the headmaster’ leadership of Islamic Primary School Rahmah El Yunusiyyah in applying effective learning. The informants of this study were sectional leader of education, headmaster, teachers, staffs, parents and students. This study applied qualitative case study. The headmaster’s leadership of Islamic Primary School Rahmah El Yunusiyyah produced many achievements. The effective learning was done in order to produce students’ good attitude and achievement. The headmaster’s leadership was seen good, because his caring on developing teachers and students’ participation. The headmaster applied 1) technical skills; 2) human skills; and 3) conceptual skills on his leadership. The headmaster suggested the teachers to use Curriculum 2013 and School Based Curriculum by using domain approach. The domain approach tend to grow the project based character building in order to empower students’ understanding. The school was also did learning by using environment and earth. Abstrak: Penelitian ini bertujuan untuk mengetahui kepemimpinan Kepala Madrasah dalam mewujudkan pembelajaran efektif di Madrasah Ibtidaiyyah Rahmah El Yunusiyyah. Partisipan dalam penelitian ini adalah semua Kasi Pendidikan Madrasah, Kepala Madrasah, tenaga pendidik dan kependidikan, orang tua siswa, dan siswa. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Hasil penelitian ini mengungkapkan bahwa kepemimpinan Kepala Madrasah telah menghasilkan prestasi-prestasi gemilang. Pembelajaran efektif dilaksanakan dengan menghasilkan peserta didik yang berakhlak mulia dan berprestasi. Kepemimpinan Kepala MI REY dinilai baik, karena kepedulian Kepala MI REY dalam mengembangkan kemampuan partisipatif guru dan siswa. Kepala MI REY berusaha memenuhi sarana prasarana untuk kelancaran pembelajaran. Kepala MI REY telah menerapkan 1) technical skills; 2) human skills; dan 3) conceptual skills. Kepala MI REY mengharuskan guru menggunakan Kurikulum 2013 dan KTSP dengan Pendekatan Domain. Pendekatan domain menitikberatkan pada.penanaman nilai karakter siswa program unggulan pembelajaran efektif berbasis proyek, yang bertujuan untuk menguatkan pemahaman peserta didik dengan materi yang diberikan. Selain itu MI REY melaksanakan pembelajaran dengan lingkungan dan alam.

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