Publication Date

2015

Document Type

Dissertation/Thesis

First Advisor

Shin, Eui-kyung

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Literacy and Elementary Education

LCSH

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

Abstract

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.

Comments

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

Extent

207 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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