What’s new: Practitioner enquiry into curricular innovation

Abstract

Changes in curriculum are often called innovations, in reference to ideas of progressive improvement. For this study, a group of practitioners in the USA conducted action research about curriculum changes in their elementary and secondary schools. Journals and classroom projects were collected and reviewed. Briefly, we found models of curriculum change that were more cyclical than linear. In this report, we discuss some ideas underlying these models and indicate some contrasting implications of these differing approaches to curriculum change. © 1996, Copyright Taylor & Francis Group, LLC.