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15 pages/≈4125 words
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20 Sources
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Harvard
Subject:
Education
Type:
Case Study
Language:
English (U.S.)
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Topic:

How/Why the New Curriculum Reform (NCR) Innovation in China Succeed/Fail

Case Study Instructions:

Section 1: The context (c.750-1250 words).
Describe the context of the subject, institution or region/country that you are focusing on.（Choose China） Generally:
1. What policies have been important/dominant in the context;
2. What are the most relevant trends and issues-what has been going on in the subject, institution, region, country;
3. What are the issues/problems being tackled-such as poor exam results, lack of student motivation, problems in transitions to next phase of education, the needs of young people in the C21st or in particular jobs or contexts
In this section literature will be useful if it provides evidence about the issue/problem or the policies.
Please note that there is no need to treat these points as subheadings
Section 2:(750-1250 words) The Innovation
Describe the chosen innovation and where possible how it was introduced and/or supported or prepared for.You might include issues such as:
(i) The written curriculum, what lay behind it, what was it trying to do or change and what influenced it;
(ii) The material changes made to teaching spaces-buildings, rooms, furniture, resources, teaching staff, ICT;
(iii) Any system changes made such as collaboration with third parties, assessment practices, accountability structures;
(iv) The professional development support for teachers to understand and introduce the change;
(v) The materials made available to support both the curriculum and professional development;
(vi) The time available for teachers/lecturers to plan and evaluate, either individually or even better collectively;
(vii) Any inspection, evaluation or support to ensure fidelity to or validity of the innovation (trying to keep curriculum as taught close to curriculum as written);
You can introduce module frameworks here(remember them). So, for example what curriculum questions was it trying to change the answer to? Was it trying to change convergent teaching to divergent teaching? Was it changing the curriculum model (content, product, process etc.)
Section 3:(1000-1500 words) Evaluation/Analysis
(Note: If you want to combine analysis and discussion that is fine and then have a short conclusion)
What is the evidence of success or failure of the implementation and explain the causes of the successes and/or failures? Use published sources of course and/or personal evidence or accounts from friends/peers. You can use your experience as a teacher or as a student.
Also, you can go back to the headings given in Section 2(i-vii) as a form of checklist of things that worked or failed-e.g. there was not enough time for teachers to plan changes in the classroom (implementation), or the new text books for maths were very good, or the introduction of Chromebooks helped students do homework.
Section 4:(750-1000) Discussion and Conclusion-
This section is the most important for good use of literature.
There are three questions/issues to consider here:
(i) What are your conclusions about the curriculum innovation of your choice? Was the curriculum as written realistic, was it implemented well or poorly (curriculum as taught), what learning outcomes were there (curriculum as experienced)
(ii) Why/how did it succeed or fail (or partially succeed)? Case study is interested in how and why questions, related to the context that it took place in-the classroom, teacher, school, region/city, country.
(iii) You cannot generalise from a case study to a wider population or context. But you can begin to theorise about what might generally be a good or bad approaches to innovation based on the processes(how and why answers)-especially if you use other literature, such as the work of Mark Priestley, James Spillane, Pozuelos etc.
This section should probably have most references in it.

Case Study Sample Content Preview:

A CASE STUDY OF CURRICULUM INNOVATION: HOW/WHY DID NEW CURRICULUM REFORM (NCR) INNOVATION SUCCEED/FAIL?
by (Name)
The Name of the Class (Course)
Professor (Tutor)
The Name of the School (University)
The City and State where it is located
The Date
A Case Study of Curriculum Innovation: How/Why Did New Curriculum Reform (NCR) Innovation Succeed/Fail?
Section 1: The context
Following the first decade of the New China foundation in 1949, a national curriculum and teaching materials that were based on the Soviet model were introduced, and between 1949 and 1952 and 1953 and 1957 became the first and second waves of curriculum reforms respectively(Cui & Zhu, 2014). The curriculum reforms followed key social and political movements and involved the establishment and implementation of new guidelines in the form of curriculum and syllabi standards for every school subject. Before the recent eighth wave, which has been around since 1999, there had been seven other major waves in previous years. The weakening link between China and the Soviets during the early 1960s witnessed a renaissance in education and the third and fourth wave between 1958 and 1962 and 1963 and 1965 introduced major innovations and new ways of thinking and an attempt to promote agrarian and socialist education. In 1966, the second and third waves were all swept aside following the Cultural Revolution, and the educational system was later rebuilt after the introduction of a national college entrance examination in 1977 (Cui & Zhu, 2014). This marked the fourth wave of education reform in China and the ushering in of the next wave of reforms.
The introduction of the national college entrance examination resulted in the fifth wave between 1977 and 1980 and the sixth wave between 1981 and 1984. However, many scholars have argued that the modern education reform started in 1985, which is the seventh wave that occurred between 1985 and 1998. This modern wave saw the decentralization in the financing and administration of basic education, structural changes in secondary education and vocational education development, implementation of compulsory nine years education system, a move to support local production of textbooks, and key reforms in graduate placement in higher education and student admission. Policies that have been dominant during these reforms are centered on two phases, including the structural reorientation and adaption and restoration of the social order (Cui & Zhu, 2014). However, major problems remained in each of these phases where the restoration phase witnessed the imbalanced curriculum to support intellectual elites, curriculum segmentations, devaluation of elective courses, overburdened students and teachers, and discouragement of recreation and creative arts.
The Compendium of Curriculum Reform for Basic Education (Experimental), also known as the Compendium was introduced in June 2001. This was the most important policy document that was published by the Chinese Ministry of Education (MOE) together with other 22 curriculum standards for mandatory education in preschool, Grade 1 to 9, and general senior secondary education in between Grade 10 and 12 (Hongbiao, 2013). The NCR was formulated as a response to the require...
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