Curriculum Leadership by Middle Leaders focusses on major issues relating to the continuing national and international discourse on curriculum leadership, and highlights the vital role of middle leaders in schools. School leadership has focused primarily on first-order change involving school leaders or principals. This book seeks to put the spotlight on second-order change that involves curriculum leadership and professional development support on the part of middle leaders for more sustainable and long-term change in teaching and learning that will influence what happens in classrooms. With timely and thought-provoking contribution from authors who pursue a range of scholarly interests in multiple educational settings, the book is guided by several underlying questions:
How might we re-envision curriculum leadership so that it addresses both local and global concerns and aspirations? How might we better grasp how middle leaders understand and respond to the pressures of educational reform initiatives? How might middle leaders transform pressures into possibilities?
This book will appeal to current teachers, those currently undertaking teacher training and students or academics carrying out research in the field of educational leadership.
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List of Tables and Figures |
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vii | |
| Foreword |
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viii | |
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1 Curriculum leadership by middle leaders: The Singapore story |
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1 | (9) |
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2 Grappling with curriculum leadership theory in schools |
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10 | (16) |
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3 The contributions of curriculum theory and school-based curriculum development in Singapore schools |
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26 | (16) |
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4 Decision-making in curriculum leadership |
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42 | (16) |
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5 Curriculum and assessment leadership for learning |
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58 | (15) |
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6 The role of heads of departments in assessments |
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73 | (15) |
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7 Contextualising assessment for learning in Singaporean classrooms |
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88 | (16) |
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8 Re-examining differentiation: Big ideas and misguided notions |
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104 | (21) |
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9 Towards a practice of taking students' learning seriously |
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125 | (23) |
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10 Curriculum implementation in the Singaporean education context |
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148 | (17) |
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11 Implementing ICT integration in Singapore schools - The role of middle leaders |
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165 | (15) |
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12 Chinese teachers' curriculum leadership through practical knowledge |
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180 | (17) |
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13 Leading the lesson study process in schools |
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197 | (15) |
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14 Advancing teacher knowledge: Considerations for a learning study approach |
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212 | (17) |
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15 Utilising Curriculum Evaluation to Improve the School's Curriculum |
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229 | (16) |
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16 Looking ahead: The potential of curriculum leadership by middle leaders |
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245 | (8) |
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| Glossary of acronyms and terminology used in this book |
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253 | (4) |
| Index |
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257 | |
Kelvin Tan Heng Kiat is Head of Curriculum, Teaching and Learning at the National Institute of Education (NIE), Nanyang Technological University, Singapore.
Mary Anne Heng is Associate Professor, Curriculum, Teaching and Learning at the National Institute of Education (NIE), Nanyang Technological University, Singapore.
Christina Lim-Ratnam is Lecturer in Education and Curriculum Theory at the National Institute of Education (NIE), Nanyang Technological University, Singapore.
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