Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17750
Title: 
Authors: 
Keywords: 
Curriculum innovation
Curriculum change
Integrated Programme in Singapore
Change process
Centralization
Decentralization
Issue Date: 
2014
Citation: 
Koh, E., Ponnusamy, L. D., Tan, L. S., Lee, S. S., & Ramos, M. E. (2014). A Singapore case study of curriculum innovation in the twenty-first century: Demands, tensions and deliberations. The Asia-Pacific Education Researcher, 23(4), 851-860. http://dx.doi.org/10.1007/s40299-014-0216-z
Abstract: 
With the ever-pressing twenty-first century demands, such as the need for new knowledge generation and application, schools today are aware of the necessity to change their structures, processes and practices to be relevant. In Singapore’s centralized education system, the Ministry has introduced several decentralization initiatives in the hope of promoting flexibility and innovation within schools. One such initiative is the Integrated Programme (IP). IP schools are expected to redefine existing educational structures, redesign teaching and learning processes and reshape classroom practices to generate diverse learning experiences. This paper describes the case of one school that has embarked on the IP to shed light on the processes involved in curriculum innovation. Our findings reveal three significant processes: negotiating the programme with the school’s vision, finding common ground for buy-in and investing in preparation time. These are instrumental in the development and enactment of IP by teachers and school leaders. These findings and their implications are deliberated on, providing ways that schools can shape and sustain curricular innovations.
URI: 
ISSN: 
0119-5646X
Other Identifiers: 
10.1007/s40299-014-0216-z
Website: 
Appears in Collections:Journal Articles

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