Teacher influence in the classroom: A context for understanding curriculum translation
- John Olson
- … show all 1 hide
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
Innovative doctrines create dilemmas for teachers. These dilemmas arise because, when teachers decide to adopt new practices, they face new uncertainties about their role in the classroom, the effectiveness of their methods and the purposes of their instruction. The way teachers used the materials of a particular innovation, the Schools Council Integrated Science Project, is described and explained in terms of teacher control over the uncertainties of classroom life. The Project proposals, initially seen by teachers as increasing the diffuseness of their work, were modified by them so that it was clearer to them what was to be accomplished and how it was to be done. At the same time, a functional alignment of goals, techniques and social relationships was maintained through teacher influence in the classroom. The translation of the materials into more specific terms meant that important elements of the “doctrine” of the Project were either ignored or redefined in more traditional terms. Such redefinition of innovation in specific terms raises questions about the effectiveness, as instruments of change, of centralized curriculum projects remote from the practical problems of schools. Implications for curriculum policy and research into the dilemmas teachers face in teaching are discussed.
- Anderson, D. C. (1979), “The formal basis for a contextually sensitive classroom agenda,” Instructional Science 8: 43–65.
- Argyris, C. and Schön, D. (1977). Theory in Practice: Increasing Professional Effectiveness. San Francisco: Jossey-Bass.
- Berlak, H. and Berlak, A. (1975). “Toward a political and social psychological theory of schooling: an analysis of English informal primary schools,” Interchange 6: 11–22.
- Bussis, A. M., Chittenden, E. A. and Amarel, M. (1976). Beyond Surface Curriculum. Boulder, CO: Westview Press.
- Carlson, R. O. (1965). Adoption of Education Innovations. Eugene: Center for the Advanced Study of Educational Administration, University of Oregon.
- Clark, C. M. and Yinger, R. J. (1977). “Research on teacher thinking,” Curriculum Inquiry 7: 279–304.
- Connelly, F. M. and Ben-Peretz, M. (1980). “Teachers' roles in the using and doing of research and curriculum development,” Journal of Curriculum Studies 12: 95–107.
- Dufy, G. (1976). “A study of teacher conceptions of reading,” paper presented to the American Educational Research Association, San Francisco.
- Eggleston, J., Galton, M. J. and Jones, M. E. (1976). Process and Products of Science Teaching. London: Macmillan.
- Elliott, J. (1977). “Some key concepts underlying teachers' evaluation of innovation,” paper presented at the British Educational Research Association Conference, London.
- Freire, P. (1973). Education for Critical Consciousness. New York: Seabury Press.
- Gagné, R. M. (1965). The Conditions of Learning. New York: Holt, Rinehart and Winston.
- Goodlad, J. I. and Klein, M. F. (1970). Behind the Classroom Door. Worthington, OH: C. A. Jones.
- Heron, M. (1971). “On teacher perception and curriculum innovation,” Curriculum Theory Network 7: 47–52.
- Hodgetts, A. B. (1968). What Culture? What Heritage? Toronto: Ontario Institute for Studies in Education.
- House, E. R. (1974). The Politics of Educational Innovation. Berkeley, CA: McCutchan.
- Kelly, G. A. (1955). The Psychology of Personal Constructs. New York: Norton.
- National Science Foundation (1978). Case Studies in Science Education. Center for Instructional Research and Curriculum Evaluation, University of Illinois, Urbana-Champaign.
- Olson, J. K. (1980a). “Teacher constructs and curriculum change,” Journal of Curriculum Studies 12: 1–11.
- Olson, J. K. (1980b). Innovative Doctrines and Practical Dilemmas: A Case Study of Curriculum Translation. Unpublished Ph. D. dissertation. University of Birmingham
- Reid, W. A. (1978). Thinking about the Curriculum. London: Routledge and Kegan Paul.
- Robinson, M. (1979). “Classroom control: some cybernetic comments on the possible and the impossible,” Instructional Science 8: 369–392.
- Schwab, J. (1963). Biology Teachers' Handbook. New York: John Wiley.
- Shaw, M. L. G. (1980). On Becoming a Personal Scientist. London: Academic Press.
- Walker, R. and Adelman, C. (1975). A Guide to Classroom Observation. London: Methuen.
- Westbury, I. (1980a). “Schooling as an agency of education: some implications for curriculum theory,” in Dockwell, W. B. and Hamilton, D. (eds.), Rethinking Educational Research. London: Hodder and Stoughton.
- Westbury, I. (1980b). Change and Stability in the Curriculum: An Overview of the Problem. Research Report No. 6. Curriculum Laboratory. College of Education. University Illinois at Urbana-Champaign.
- Wilson, B. (1962). “The teacher role: a sociological analysis,” British Journal of Sociology 13: 15–32.
- Teacher influence in the classroom: A context for understanding curriculum translation
Volume 10, Issue 3 , pp 259-275
- Cover Date
- Print ISSN
- Online ISSN
- Kluwer Academic Publishers
- Additional Links
- Industry Sectors
- John Olson (1)
- Author Affiliations
- 1. Faculty of Education, Queen's University, Kingston, Ontario, Canada