Pwysigrwydd y cyd‐destun: Ymreolaeth a diwygio’r cwricwlwm mewn ysgolion gwledig

Translated title of the contribution: The significance of context: Autonomy and curriculum reform in rural schools

Susan Chapman*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

61 Downloads (Pure)

Abstract

In the large volume of research on curriculum reform, very little attention is paid to the implications of geographical location, yet, this can be significant. The current curriculum reform process in Wales has presented an opportunity for schools to radically change their practice. While rural schools have welcomed this opportunity, they face challenges unrecognised by the wider educational establishment. This article presents a view of the reform process from school level, using data from semi‐structured interviews with teachers working on curriculum reform. Thematic analysis reveals enthusiastic responses to reform and the greater autonomy it promises. There are, however, challenges, including concerns about staffing, access to professional learning and learners' access to extra‐curricular learning. The research demonstrates that while rural schools face challenges unique to their location, their response to reform demonstrates a capacity for independent action in line with the aspirations of the new curriculum.
Translated title of the contributionThe significance of context: Autonomy and curriculum reform in rural schools
Original languageWelsh
Pages (from-to)e57-e69
Number of pages13
JournalCurriculum Journal
Volume31
Issue number2
Early online date11 May 2020
DOIs
Publication statusPublished - 01 Jun 2020

Fingerprint

Dive into the research topics of 'The significance of context: Autonomy and curriculum reform in rural schools'. Together they form a unique fingerprint.

Cite this