An investigation into the process of curriculum change in schools.

The research concentrates on processes and problems associated with curriculum change in general. It does this by reviewing the implementation of the Schools Council Geography for the Young School Leaver Project which is a major innovation in terms both of its content and the classroom activities in which teachers and pupils are expected to engage. The research is teacher-based. It was carried out in the school year 1978-79 in four Sheffield schools, with one fourth year class being investigated in each. A broadly Illuminative Methodology was employed so that most of the evidence was obtained from informal observation and semi-structured interviews with the teachers. Observation schedules were also used and the pupils were given an attitude questionnaire to complete near the beginning and end of the year. Analysis was concentrated on six major innovatory features of GYSL: its objectives framework; assessment as evaluation; local, national and global work; the emphasis on ideas, skills, values and attitudes; individual thinking; and curriculum development. One of the teachers whole-heartedly implemented most of the Project`s recommendations, while many were either rejected or only partially attempted by the other three. This contrast was viewed in terms of three broad variables: the teacher`sunderstanding, commitment and skills; the Project Team's strategies; and the material and moral support provided by the schools. These were combined into a model from which three particular ideas emerged: theimportance of adequate time provision in curriculum reform both for teachers and for Project Teams; the need for lower school courses to be compatible with the Project; and a redefinition of the criteria for success. Success should be seen as a gradual process of development rather than a definite stage to be attained. Finally, various problems were recognized and possible solutions to them proposed