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dc.contributor.authorBradfield, KZ
dc.contributor.authorExley, B
dc.date.accessioned2020-06-25T02:47:05Z
dc.date.available2020-06-25T02:47:05Z
dc.date.issued2020
dc.identifier.issn0958-5176
dc.identifier.doi10.1002/curj.56
dc.identifier.urihttp://hdl.handle.net/10072/394895
dc.description.abstractCurriculum reform is often described as being dependent on teachers’ advancement of reform principles. Many studies report the reasons for whether teachers engage with a new curriculum, and these reasons have focused on internal, personal influences including disconnections between curriculum and teachers’ beliefs and practices. This study investigates nine Australian primary teachers’ accounts of their use of a new English curriculum from data obtained through semi‐structured interviews. A thematic content analysis approach was used to analyse the interview transcripts, illustrating significant differences among the teachers in their use of the intended curriculum. The analysis provided four distinct influences on their curriculum use: the provision of professional development; curriculum and leadership roles; use of alternative or additional materials; and schools’ prioritisation of particular learning areas. The findings demonstrate that the consistent use of these curriculum materials, as intended by designers, was appreciably influenced by factors external to the teachers. Implications for curriculum designers include the need for greater consideration of external contextual influences, such as: opportunities for teachers to access professional development, consideration of curriculum roles within schools, the thoughtful provision of additional or alternate curriculum materials, and recognition of the prioritisation of particular learning areas by schools.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherWiley
dc.relation.ispartofjournalCurriculum Journal
dc.subject.fieldofresearchEnglish and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
dc.subject.fieldofresearchTeacher education and professional development of educators
dc.subject.fieldofresearchcode390104
dc.subject.fieldofresearchcode390307
dc.titleTeachers’ accounts of their curriculum use: external contextual influences during times of curriculum reform
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationBradfield, KZ; Exley, B, Teachers’ accounts of their curriculum use: external contextual influences during times of curriculum reform, Curriculum Journal, 2020
dcterms.licensehttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.date.updated2020-06-25T02:21:10Z
dc.description.versionVersion of Record (VoR)
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version.
gro.rights.copyright© 2020 The Authors. The Curriculum Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association. This is an open access article under the terms of the Creative Commons Attribution‐NonCommercial‐NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non‐commercial and no modifications or adaptations are made.
gro.hasfulltextFull Text
gro.griffith.authorExley, Beryl E.


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