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Loh, Jason Kok Khiang
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While teachers tended to support programmes they believed would be beneficial for their students (Datnow & Castellano, 2000), they found it difficult to implement new initiatives like the STELLAR programme as intended by the developers because of the existing educational structure in Singapore (Silver, 2011).

This study, thus, aims to explore teachers’ current implementation of writing using the STELLAR programme and how their concerns about implementing STELLAR may have affected the fidelity of their implementation. The research draws on Stages of Concern (SoC) and Innovations Configurations (IC) from the Concepts-Based Adoption Model (CBAM) to examine how teachers’ concerns of the programme translated to their implementation of it.

Findings from the research saw most teachers adapting and improvising the curriculum with additional resources, due to reasons such as a lack of time and insufficient guidance within the programme. A greater understanding on the extent of the modification teachers have made to the programme and the reasons behind these modifications would enable curriculum developers to devise more flexible and adaptable materials that are able to better support the teachers in their practice.
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Appears in Collections:Educational Research AY2015/2016

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