Publication Date


Document Type


First Advisor

Shin, Eui-kyung

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Literacy and Elementary Education


Curriculum development; Education policy; Elementary education; Curriculum planning--Indonesia--Case studies; Education; Elementary--Indonesia--Case studies; School children--Education (Elementary)--Indonesia--Case studies


This study examined local stakeholders' involvement in the School-Based Curriculum Development (SBCD) policy implementation in five elementary schools in a city in the southeastern region of Indonesia. An interpretive qualitative case study design was applied. Participants in the study consisted of principals, teachers, parents/School Committee members, and key officials from the local education authority. Four data collection strategies were employed in this study: semi-structured interviews, focus groups, observations, and document analysis. The data obtained were analyzed qualitatively using a constant comparative method. Nvivo 10 was also used to facilitate the analysis process.;Findings of the study indicated that the local stakeholders had been engaged in a number of activities associated with the SBCD policy implementation, such as workshops, small-group collaboration between teachers, and individual teachers' curriculum development activities aimed at translating the national standards into an official school-based curriculum document. Various local stakeholders seemed to have contributed to the development and implementation of the school-based curriculum in each school, including teachers and principals, parents and/or School Committee members, and several key officials from the local education authority.;However, the extent to which they were engaged in making decisions about their curriculum varied across content areas and remained somewhat limited and superficial. Limited capacity and willingness on the part of the local stakeholders, unfavorable perceptions about the SBCD policy, and unsupportive implementation environments appear to have prevented the local stakeholders from taking a more active role in shaping their school-based curriculum. In areas where the SBCD policy implementation seemed to manifest quite well, the local stakeholders' awareness of their curriculum development autonomy and the availability of strong parental and community support played an important role.


Advisors: Eui-kyung Shin.||Committee members: Maylan Dunn-Kenney; Joseph Flynn.


207 pages




Northern Illinois University

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