Weisz, Eva
December 1989
Education;Winter89, Vol. 110 Issue 2, p155
Academic Journal
The assumption that improving curriculum documents will improve the school "curriculum" and student outcomes is inherent in current calls for school improvement. However, without examining how the curriculum document is enacted in the instructional context, it is difficult to assess curricular success. This study examined curriculum enactment as it occurred in two elementary school classrooms, as well as the relationship between curriculum enactment and the planned documents (lesson plans) which the teachers developed and the official policy documents which they were given, using a qualitative research approach. The study identified five types of enacted curriculum in both classrooms (overt, social, hidden, masked and unofficial) and supports the notion that curriculum is not a unitary construct. The study also found that curriculum documents provided a mere framework, or skeleton, for what occurred in the classrooms.


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