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Exploring the use of complexity theory and action research as frameworks for curriculum change

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journal contribution
posted on 17.05.2016, 15:12 by Phil Wood, Graham Butt
This paper considers the impact of a small-scale action research project which focused on the development of an emergent approach to curriculum making in a GCSE (General Certificate in Secondary Education) course in geography. In this context we argue that complexity thinking offers a useful theoretical foundation from which to understand the nature of dynamic pedagogic change resulting from the application of action research methods. Results show that process-focused curriculum change can bring about shifts in both learning and assessment. This is seen as being the result of an emergence orientated approach to action research as a counter to more reductionist approaches which are often used and advocated in educational settings by teachers. We conclude that a combination of complexity thinking and action research can offer a valuable medium through which the educational needs of learners and teachers can be addressed in different, localised contexts.

History

Citation

Journal of Curriculum Studies, 2014, 46 (5), pp. 676-696

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCES, ARTS AND HUMANITIES/School of Education

Version

AM (Accepted Manuscript)

Published in

Journal of Curriculum Studies

Publisher

Taylor & Francis (Routledge)

issn

0022-0272

eissn

1366-5839

Copyright date

2014

Available date

17/05/2016

Publisher version

http://www.tandfonline.com/doi/abs/10.1080/00220272.2014.921840

Language

en