Author, Subjects, Keywords

Cited Author

 

 
   » By Author or Editor
 » Browse Author by Alphabet
 » By Journal
 » By Subjects
 » Malaysian Journals
 » By Type
 » By Year
 » By Latest Additions
 
 
   » By Author
 » Top 20 Authors
 » Top 20 Article
 » Top Journal Cited
 » Top Article Cited
 » Journal Citation Statistics
 » Usage Since Sept 2007


 
 
 

Login | Create Account

Guru dan Pelaksanaan Inovasi Kurikulum: Sorotan dan Perbincangan [Teachers and the implementation of an innovative curriculum: coverage and discussion]

Habib Mat Som, (2004) Guru dan Pelaksanaan Inovasi Kurikulum: Sorotan dan Perbincangan [Teachers and the implementation of an innovative curriculum: coverage and discussion]. Masalah Pendidikan, 27 . pp. 87-98. ISSN 0126-5024

[img]
Preview
PDF - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
57Kb

Affiliations

University of Malaya. Faculty of Education. Dept. of Curriculum and Educational Technology

Abstract

Teachers play a very important role in implementing curriculum innovations in schools. How teachers perceive the proposed changes, and their responses towards them, could influence the outcome of any change initiative. This paper discusses several issues surrounding implementation of innovations in the curriculum, namely teachers’ motivation, attitudes, skills and concerns.

Item Type:Journal
Keywords:Curriculum, Teachers
Subjects:L Education
ID Code:5089

1. Akinyemi, K. (1986). A study of technophobia among primary school teachers in Nigeiria. Programmed Learning and Educational Technology, 5(1), 263-269.

2. Badaraco, J. J., & Ellsworth, R. (1989). Leadership and the quest for integrity. Boston: Harvard Business School Press.

3. Brown, S.. & McIntyre. D. (1993). Making sense of teaching. Buckingham: Open University Press.

4. Carter, K. (1990). Teachers’ knowledge and learning to teach. Dalam W. R. Huston (Ed.), Handbook of research on teacher education (pp. 291-309). New York: Macmillan.

5. Cochran, K. F., DeRuiter. J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44, 263-272.

6. Dembo, M., & Gibson, S. (1985). Teachers’ sense of efficacy: An important factor in school achievement. The Elementary School Journal. 86, 173-184.

7. Evans, R. (2004). The human side of school change. San Francisco: Jossey-Bass.

8. Fullan, M., & Miles, M. (1992). Getting reform right: What works and what doesn’t. Phi Delta Kappan, 73(10), 744-752.

9. Fullan, M., & Park, P. (1989). Curriculum implementation. Ontario: Ministry of Education.

10. Fuller, F. F. (1975). Concerns of teachers: A development conceptualization. American Educational Research Journal, 6, 207-226.

11. Ghaith, G.. & Yaghi. H. (1997). Relationships among experience, teacher efficacy and attitude toward the implementation of instructional innovation. Teacher and Teacher Education, 13(4), 451-458.

12. Hall, G., & Loucks, S. (1978). Teachers concerns as a basis for facilitating and personalizing staff development. Teachers College Record, 9, 36-53.

13. Hargreaves, A. (1994). Changing teachers, changing times. New York: Teachers College Press.

14. Heneman, H. G. (1998). Assessment of the motivational reactions of teachers to a school-based performance award program. Journal of Personnel Evaluation in Education, 12(1), 43-59.

15. Hurst, P. (1983). Implementing educational change: A critical review of the literature. EDC Occasional papers, No. 5. London: University of London, Institute of Education.

16. Jaafar Muhamed, Mohd Hizam Hanafiah, & Zafir Mohd. Makbul. (2001). Pengantar pengurusan. Kuala Lumpur: Leeds.

17. Johnson. S. (1992). Images: A way of understanding the practical knowledge of student teachers. Teaching and Teacher Education, 18, 1213-1326.

18. Klein, D. (1976). Some notes on the dynamics of resistance to change: The defender role. Dalam W. G. Bennis, K. Benne, & R. Chin (Ed.), The planning of change (ms.117-124). New York: Holt.

19. Liberman, A., & Miller, L. (1999). Teacher development in professional practice schools. Teachers College Record. 92(1), 105-122.

20. Little, J. W. (1990). The emotional contours and career trajectories of reform enthusiasts. Cambridge Journal of Education, 22. 345-359.

21. McCormick, R., & James, M. (1983). Curriculum evaluation in schools. London: Routledge.

22. Moriarty, V., Edmunds, S., Blatchford, P., & Marlin, C. (2001). Teaching young children: Perceived satisfaction and stress. Educational Research, 43(1), 33-46.

23. Omar Mohd. Hashim. (1991). Pengisian misi pendidikan. Kuala Lumpur: Dewan Bahasa dan Pustaka.

24. Pratt, D. (1994). Curriculum planning: A handbook for professionals. New York: Harcourt.

25. Rahimah Hj. Ahmad. (1999). Pembangunan pendidikan ke arah kecemerlangan pada alaf baru. Seminar Kebangsaan Pembangunan Pendidikan. Fakuki Pendidikan, Universiti Malaya.

26. Richardson. V. (1996). The role of attitude and belief in leaning to teach. Dalam S. Sikula (Ed.). Handbook of Research on Teacher Education. 15, 333-349.

27. Ross, J. (1998). The antecedents and consequences of teacher efficacy. Advances in Research on Teaching, 7, 49-74.

28. Sarason, S. B. (1991). The predictable failure of educational reform: Can we change course before it's too late. San Francisco: Jossey-Bass.

29. Slavin, R. (1990). Research on cooperative learning: Consensus and controversy. Educational Leadership, 47(4), 52-54.

30. Tobin, K., & McRobbie, C. J. (1996). Cultural myths as constraints to the enacted science curriculum. Science Education, 80, 223-241.

31. Van Driel, J., Verloop, N., & De Vos, W. (1999). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Technology 35(6), 673-695.

32. Wiles, J. W., & Bondi, J. C. (1998). Curriculum development: A guide to practice. New Jersey: Prentice-Hall.

Repository Staff Only: item control page