Curriculum Review Study at Yauwe Moses Secondary High School
Contents
Chapter One: Introducing the study
Chapter Two: Literature
review and Methodology in Used
Chapter Three: Data
analysis, interpretation and Conclusion
Chapter One:
Introducing the study
1.1 Introduction
This study is set out to explore evaluative
case study of curriculum implementation and coordination at Yauwe Moses Secondary
High School in Chimbu Province.
It is structured as chapter one is the
introduction. In chapter one I will discuss the purpose of this study, the
limitations and delimitations involve in this study and finally the summary of
this chapter. In chapter three I will
present the literature review and the conclusions and recommendations to
support this research discussion on the study of educational leadership of
Yauwe Moses Secondary School in Simbu Province. Finally the reference and
appendix will proceed further down this write up.
1.2 Purpose of study
It is important to reflect, evaluate various
leadership roles played in administrating various subject curriculum
implementation in schools. Yauwe Moses Secondary High School has structural
administration that this case study is involved in writing its report of the
interviewee who is the academic coordinator to evaluate and recommend for
improvement purposes.
Change usually means altering a specific strong
teaching and learning administrative leadership strategy whereas transformation
means a fundamental difference in the manner in which a teacher and
administrator views his or her role as an educator as well as his or her view
of teaching and learning administration processes, Hargreaves’ (2003).
1.3 Limitations and delimitations of study
Delimitations are research issues within
the researcher’s control while limitations are those beyond the researcher’s
control. Limitations of this study were that data gathering was restricted to one
academic coordinator of one particular school rather than academic coordinators
of many schools. Delimitations were my choice of the subject area to be
investigated and the construction of items on the questionnaire. For example I
interviewed only one leader who is the academic coordinator of Yauwe Moses
Secondary School. I explored his leadership administration in academic subject
areas.
1.4 Summary
In chapter one, the purpose was to explore
effective teaching and learning administration; criticality for this paper was
introduced to analyse from the research instruments, findings on how to reflect
on educational leadership of the studied academic coordinator, its significance
and roles in the lives of teachers and learners. The concept underpinning the
delimitation and limitation of the study. The next chapter will describe the literature
review which is important to understand environmental influences on teaching and
learning administration at Yauwe Moses Secondary School.
Chapter Two: Literature review and Methodology in
Used
2.1 Introduction
This is a review of a case study literature
which this paper perceived to evaluate and report about the management and
monitoring of the selected academic coordinator of Yauwe Moses Secondary School
in Chuawe in Chimbu Province. This study implores a qualitative method which
was used to collect data to illuminate the strengths and weaknesses of the
academic curriculum leader administrative functions and responsibilities
produce report of its implementation, monitoring and reporting.
2.2 Theoretical
perspective
Blumer (1969) coined the term symbolic
interactionism and put forward an influential summary of the perspective that,
(1) people act toward things based on the meaning those things have for them;
and (2) these meanings are derived from social interaction and (3) modified
through interpretation. Participants’ knowledge of events is created through
past experiences and social interactions. This highlights how evaluation and summarising
for this case study report will be discussed and presented.
2.3 Epistemology
Epistemology is concerned with how
knowledge is created. This study used the epistemology of social
constructivism. Social constructivism is
strongly influenced by the work of Vygotsky (1962) who stressed categories of
knowledge and reality are actively created by social relationships and
interactions. ‘Meanings are constructed by human beings as they engage with the
world they are interpreting’ (Crotty, 1998, p. 43). The entire community of
Yauwe Moses Secondary School has vision clustered around this conception. Its
administration want the whole body of educational administrators, teachers,
students and support staff to make concrete meaning out of the educational learning
process.
2.4 Ethical
Issues
Ethical conduct pertains to doing well and
preventing harm. Ethical procedures involved obtaining informed consent from the
participant who is the academic coordinator. Protecting the identities of participants
was done by using the leadership role of the interviewee. This is done to avoid
any prejudices and abuses. The principal researcher has undertaken much
consideration about any matters may arise against this study. The whole school
community was informed who would be involved to take part in the case study
research. The clients targeted for this case study was done through one
educational administrator for curriculum implementation as it is my area of
leadership in the future position I may hold.
2.5 Research methods
There are various methods researchers
choose for a particular research study paradigms. For the case study research
program I conducted for this study is qualitative. I have chosen one particular
interviewee to explore his academic administration to answer the national goals
as well as the internal school base mission and vision to achieve its
educational objectives and aims.
Qualitative research method is opposed to the quantitative research design. Qualitative research method is chosen by researchers who want to have an in-depth understanding of a research paradigm. The qualitative researcher often would have limited knowledge about the problem that needs to be studied or even the variables pertinent to the topic before the study is conducted in various research contexts. Qualitative researcher will carefully examine the causes of issues to generate ideas to resolve certain problems than quickly come to a conclusion and affirmations.
There are five significant components Yin
(2003) pointed out when conducting a case study research:
1. Formulation
of study questions,
2. The
hypotheses to be used to carry out research,
3. The
units of analysing the research variables,
4. The
logic associating to the data to the propositions, and
5. The
criteria used for interpreting the findings.
These are the important points to consider
according to Yin when carrying out a qualitative research study. For this study
which is applied at the context of Yauwe Moses Secondary School when studying
the administrative roles in the curriculum implementation and monitoring.
2.6 Case Study
Essential features of a case study are
investigating a phenomenon as a unit around which there is a boundary, the
conduct of research in its natural context, and extensive data collection (Yin,
2009). The phenomenon at the centre of this study is the academic coordinator
for the curriculum implementation, evaluation and managing in the school so
that the teachers and students are actively participating in the teaching and
learning process.
2.7 Data
gathering instruments
The case study involved a convenience
sampling of academic coordinator to collect data related to the study of
evaluating and writing a summary report for the chosen administrator for
curriculum implementation, monitoring and reporting to the Department of
Education as well as the school principal.
2.8 Interviews
The field of qualitative research is broad
and not only “crosscuts disciplines, fields, and subject matters” (Denzin &
Lincoln, 2000, p. 2), but also utilizes a myriad of means to collect data.
Creswell (2007) asserts that while there are several kinds of data, all data falls
into four basic categories: 1. observations, 2. interviews, 3. documents, and 4.
audio visual materials. Researchers may use many different techniques, but at
the heart of qualitative research is the desire to expose the human part of a
story.
2.9 Summary
This chapter has provided an overview of
the design of the study to evaluate implementation of the various subject
curriculums. It described the qualitative data through out of a questionnaire
and interviews. The data were collected, recorded, analysed and interpreted.
Results will be presented and discussed in the next chapter.
Chapter Three: Data analysis, interpretation and
Conclusion
3.1 Introduction
This chapter presents results from data
gathered by the interview to explore and write summary report to evaluate the
role of academic coordinator for curriculum implementation, monitoring and
reporting. Qualitative results will be reported in the narrative form.
The ideologies and instruments used are to
explore curriculum administration in various subject areas for its implementation,
monitoring and reporting. They are further explored and discussed in analysing
of data.
3.2 Qualitative
data results
During interviews, the participant was
asked to elaborate on his responses to the questionnaire and to add his views
on other aspects of the implementation of the educational subject curriculum
areas.
The data report is collected at the short
lunch break. I was taken out of the office to have quick interaction with the
students to visually see and hear the real context of Yauwe Moses Secondary
School students teaching and learning experiences. It was evident with the
mission and vision statements that students have to speak English inside the
classroom during attending to lessons and also outside of lessons time. Then
the interviewee took the researcher back into the Academic Coordinator’s
Office. We had an interesting oral interview there. The interviewee was happy
to have someone from a university who went into his campus to carry out a real
contextual study to write evaluative report about his institution.
A) Vision and Values-‘It is the work of
the ‘SLIP Committee’ to sit-down and plan for what they want to write as the
vision statement for each schools in PNG. For my case is here at Yauwe Moses
Secondary School. We also have a ‘SLIP Committee’ who write the mission and
vision statement as reads ‘Yauwe Moses in partnership with its stake-holders is
committed in a holistic development of persons through the provision of quality
and sustainable education within a conducive environment and its motto
statement stated as ‘nothing but your development is our priority’. These guide
its teaching and learning approaches in the school. The school emphasise on
speaking and using English as much as they can when in school and at homes.
When they leave this school and go further to other institutions, they can
continue to apply these experiences of Yauwe Moses Secondary School’.
B) Curriculum and instruction-‘Each
subject areas are headed by the subject-masters. It is their work and
responsibilities to make sure the colleague teachers teaching in those subjects
they are head of been instructed and implement well. The subject-masters have
the responsibilities to observe each teacher colleague on their performances in
collaborating with the school principal and the deputy-principal. After lesson
observation, they make profile report for each of the teacher, send it to the principal,
the principal then send this reports to the PEB for promotion and increment of
salary’.
C) Assessment and research-‘Assessment
is an on-going thing in all schools. For our case we have internal assessment
which teachers collect 600marks from all subject areas when teachers are giving
various topic tests to categorise to rate students of their learning strengths
and weakness. We called it as School Internal Base Assessment (SIBA).
There are areas of assessment called Assessment
Period 1 (AP1) and Assessment Period 2 (AP2). AP1 for grade tens starts in
grade nine and for grade twelves starts in grade eleven. Both AP1 and AP2 for
grade ten’s and twelve’s finishes at around in August before they sit for the
final examination to select grade ten’s going to secondary schooling and for
grade twelve’s to get government scholarship to go on higher institutions.
The marks collected during AP1 and AP2 are
send to the Department of Education –Head-quarter in Port Moresby’.
D) Staff
development-‘We normally have two types of in-services. One is internal or
school base and external which is the in-service organized by the Provincial
Education Board (PEB). There used to be a weeklong in-service where teachers
become students by sleeping in the dormitories to attend these training
in-services. The in-services different curriculum subject areas need to be
in-serviced on are organized and planned by the PED themselves.
The internal in-services are organized in a
fortnightly bases by the school base in-service coordinator. The in-service
coordinator planned and organized various in-services. He/she gives directives
to the various subject masters to write various in-services and present it
before other teaching staff. This can be done for one or two hours depending on
the subject and topic of in-service presentations’.
E) Communication and collaboration-‘There
is an amicable experience of communication among the teachers and the school
administration, the teachers and students, and teacher/ students and school
administration with the surrounding community and further the school
administration with the Division of Education-Simbu Province. The principal
make sure oversees what is happening around and within the school and around
the community which is friendly and a learning environment which is conducive
to the learners, parents and to everyone that Yauwe Moses school affects in one
way or the other.
F) Management-‘Management is anyone’s
business. A student and parents, teacher/s to the administration and the
community, the subject-masters to the teachers, and principals to the teachers
and likewise. When everyone in the school community knows how to manage affairs
affecting them and there is management. The principal is just the general
overseer who wants to make sure school functions and responsibilities are
carried out as effectively been directed by the National Department of
Education (NDE).
The principal also want to make sure school
administration of finance, staff well-fair and student well-fair are cared for
effectively and not to miss out anyone. The principal also want to make sure
student assessments are done properly and also the teaching staff in-services. These
functions and responsibilities are make sure gathered for according to the
directives of NDE.
3.3 Recommendation
The principal researcher for this case
study paper would recommend to the effective teaching and learning experiences to
the effectiveness of implementation and monitoring that the out researcher would
make to the Yauwe Moses Secondary School are:
·
Minimizing of overcrowded classrooms and large
student numbers to a smaller and more controlled number of students enroll to
attend school,
·
There are limited copies of text books and
resource materials for teaching and learning effectiveness,
·
There are not adequate science lab equipment
sustain productive teaching and learning in the school,
·
Cash flow issues caused by inadequate funding
from different sources, especially the government sub-sided did not reach to
the school administration on time,
·
There are teacher shortage to share equal and
effective teaching and learning in the school,
·
There is no telephone and internet accessibility
and,
·
There are not enough library books and more
particularly latest encyclopedias.
3.4 Conclusion
Some of the conclusions which would assist
effective curriculum implementation, monitoring and administration at Yauwe
Moses Secondary School would include:
·
Strong leadership from the Principal,
·
Motivated, committed, enthusiastic teachers,
students and support staff,
·
Supportive community members, Board of
Management/Government Council,
·
Collaborative, democratic decision making
processes,
·
Staff who are creative, innovative and
imaginative in managing with limited resources,
·
Being clear about the vision and mission of the
school and its alignment to national priorities, ,and students’ ambitions, and
how the curriculum fits into the bigger picture,
·
People who take good care of available resources
and facilities to prolong their usefulness,
·
A pleasant and harmonious work environment,
·
Effective channel of communication,
·
Ongoing evaluation of performance and results
seeking aspects to improve,
·
Clear policies, rules and expectations for a
code of conduct,
·
Efficient organizational routines,
·
In placed teaching and learning materials,
3.5 Summary
This chapter has presented the results from
the data analysis for the evaluation of the infrastructure improvement and
administration of Yauwe Moses Secondary School. These findings assist in making
informed decisions about ways to improve the quality of curriculum implementation
and monitoring. There are some recommendations and conclusions which arose from
this study worthwhile to consider for the school to improve its functionality.
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