EDUC 771 Curriculum Change Plan Part 1 - Research Matrix

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RESEARCH MATRIX 1 Curriculum Change Plan: Part 1 - Research Matrix Angela J Tippett School of Education, Liberty University Author Note Angela J Tippett I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Angela J Tippett Email: ajtippett@liberty.edu

RESEARCH MATRIX 2 Research Matrix Curriculum Change Plan Proposed Topic: Revise 6 th Grade Math Curriculum 1. Title Internal and External Stakeholder Impact on Curriculum Design Author(s) J. Agnew Date of Publication 2021 Topic Stakeholders’ impact on changes in curriculum. Theories Some stakeholders have a greater impact because of their financial investment in the curriculum, while others have a greater impact because of their depth of involvement Research Question Input from external stakeholders can have a great impact on the success of a change in the curriculum Methodology Literature review Results Those stakeholders with the greatest financial investment have the greatest influence over both the changes and the success rate. Explain the application to your curriculum change plan. When examining the stakeholders in the change to curriculum in a middle school math class, it would seem that teachers and students should have the greatest amount of influence on the changes in curriculum. If this research is true, then the school finance office and the publishers of textbooks will have more influence over the changes than these other stakeholders. 2. Title Education Curriculum and Student Achievement: Theory and Evidence Author(s) V. Andrietti and X. Su Date of Publication 2019 Topic Whether the pace of instruction and curricula impact student learning more than the actual content of the curriculum. Multiple levels of students can be successful under the same curriculum simply by altering the pace at which it is taught. Theories The horizontal pace of the curriculum and preparedness of the student have more impact on the achievement of the student than does the content of the curriculum itself. Research Question Does altering the pace of the curriculum effect student outcomes and performance in the classroom? Methodology A quasi-natural experiment introducing a faster-paced

RESEARCH MATRIX 3 curriculum to academically advanced students in German classrooms. Results The pacing did have a positive impact on student outcomes, but outcomes were determined primarily based on the initial preparedness of the students. The more prepared the student, the higher their success rates. Explain the application to your curriculum change plan. When examining the structure of a new curriculum for middle school math students in 6 th grade, it is more important to provide more in-depth material or just slow down the pace at which instruction is being given to allow students to absorb more of the content. This is valuable information in the implementation phase of the new plan, offering instructors pacing options that best suit the preparedness levels of their students. 3. Title A General Framework for Cultivating Innovations in Higher Education Curriculum Author(s) C. Bajada, P. Kandbinder, and R. Trayler Date of Publication 2019 Topic Researching to find a general framework, or significant markers, that would identify the various factors necessary for sustainable, effective curriculum changes. Theories There are common, significant factors in all curriculum changes that lead to effective and successful long-term reforms Research Question Identify all key variables in a curriculum change program and analyze which are the most critical to successful reform. Methodology Examination of four major curriculum change projects currently underway, then identifying the common factors, and measuring success. Results A strong emphasis is placed on the engagement of faculty from the earliest stages of reform, and leadership must have the authority to impact change, both from a design and an implementation perspective. Without the combined influence of these two groups of stakeholders, change may not be permanent. Explain the application to your curriculum change plan. In order to successfully implement a viable curriculum change, even in middle school mathematics, teachers must be involved from beginning to end. Ultimately, if they are unhappy with the proposed changes, the chances of success are very limited. Also, leadership must have some authority to endorse and encourage the teachers to adapt to these changes, perhaps even if they are not fully vested in the new curriculum. 4. Title Examining the Key Stakeholders’ Perceptions of Student Learning: Towards a Paradigm Shift in Secondary Education in

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RESEARCH MATRIX 4 Hong Kong Author(s) A. Chueng, C. Keung, and B. Mak Date of Publication 2019 Topic The authors were examining the reforms in secondary education in Hong Kong, and the shift in learning modalities, based on the perceptions of different stakeholders, including school administration, learning coordinators, teachers, and students. Theories There were multiple changes made to student learning, shifting education’s focus to better reflect the needs of employers in society. These changes should create a positive shift in stakeholders’ perceptions of the new educational reforms. Research Question Did the shift in educational focus toward better equipping students to be successful in the Hong Kong career arena lead to positive shifts in attitude toward educational reform of the major stakeholders in the field? Methodology Questionnaires collected perceptions of four stakeholder groups (school heads, learning coordinators, teachers and students) from multiple schools in different areas within a 3 month period in 2011-2012 Results Impressions were mixed regarding the new curriculum’s impact. Some students and administrators felt the changes had been positive, but others felt it hurt their logic and reasoning skills and would impact their ability to function in a real-world career in Hong Kong. Explain the application to your curriculum change plan. Changes must be carefully vetted and planned before implementation, considering the impacts on all the stakeholders prior to making changes, especially large-scale sweeping changes that impact multiple people groups and age ranges. The same is true in changing a middle school curriculum. Questions regarding the potential impacts on students and teachers must be answered before changes are made in order to optimize the chances for a successful implementation for everyone. 5. Title Curriculum Change and Teachers’ Representations of Challenges: The Case of the Social Studies Curriculum in Zimbabwe Author(s) P. Chimbunde and C.M. Kgari-Masondo Date of Publication 2020 Topic This is a research study examining the challenges teacher faced implementing a new curriculum in Zimbabwe Theories The perspective of the curriculum matters based on where the curriculum is being implemented

RESEARCH MATRIX 5 Research Question What challenges does a new curriculum bring to teachers in Zimbabwe? Methodology An interpretive case study using focus group discussions and observations Results Educational and curricular changes must be made with the context of the social norms and cultures in mind during both the development and implementation phases in order for it to be effective. Explain the application to your curriculum change plan. When developing a curriculum for a middle school math class in a private Christian school in an affluent community with a very diverse cultural population, all these things must be considered to create a culturally responsive and diverse curriculum that can resonate with teachers and with all students. 6. Title Agile and Active: Sustaining Pedagogical Change in a Large- Enrollment Calculus Course Author(s) C. Cogswell, S. Pauls, A. Gauthier, and E. DeSilva Date of Publication 2019 Topic Active learning strategies increase student learning but what is the effective balance for that between students and faculty? Theories In order to attract students to particular fields of study, introductory classes must be the primary vehicle to engage them. Large-scale reforms need to be implemented to affect change in some of these introductory courses. Research Question What types of changes can be made to course curriculum and instruction in order to drastically change student engagement and positive student outcomes? Methodology An intrinsic case study took place, one of the researchers made multiple changes to a college math class, then followed the instructional changes and student outcomes for three years to determine if the changes had been effective. Results Based on increased student scores and retention rates, the changes made to the curriculum and instruction methods were successful. Explain the application to your curriculum change plan. Examining the methods used to effect change in these calculus courses gives this curriculum designer new ideas on how to best implement changes and built-in supports and interventions in a 6 th -grade math curriculum in order to help students and teachers be more effective and successful.

RESEARCH MATRIX 6 7. Title Curriculum Reform: A Literature Review to Support Effective Implementation Author(s) P. Gouedard, B. Pont, S. Hyttinen, and P. Huang Date of Publication 2020 Topic A study of how to best implement new curriculum without causing a learning gap between intent and realization of the curriculum Theories Approaching curriculum reform from a bottom-up perspective might be more effective than trying to implement change from a top-down perspective. Research Question What types of reform are most effective in preventing the gaps that can occur when changes take place? Methodology This is a literature review of how countries have implemented curriculum change and look at their varying degrees of success to pinpoint the most effective implementation strategies Results There are multiple steps to a successful implementation, including stakeholder buy-in, creating a common vision for all involved, using a holistic approach to implementation, and having a coherent strategy for everyone to use. Explain the application to your curriculum change plan. When implementing change in a middle school classroom, many of these same considerations apply to the situation. All stakeholders must be informed and have a voice in the change, there must be a unified vision for where this change can take the students academically, and there should be a coherent, methodical approach to implementation in the classroom. 8. Title Challenges Faced by Teachers in the Implementation of Curriculum Changes for Primary Schools: The Case of Mamabolo Circuit, South Africa Author(s) J. M. Mamabolo Date of Publication 2021 Topic This paper is an examination of how the teachers in South Africa handled a major change in curriculum for primary schools. Theories Once teachers understood the need for change and how the changes would impact the students, they were willing to adapt in order to implement the new curriculum effectively. Research Question What alternative support could be made available to mitigate existing challenges in the curriculum? To what extent did teachers need the support? How can teachers best be supported to achieve the expected outcomes of the new curriculum? Methodology This was an interpretive study gathering qualitative data through

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RESEARCH MATRIX 7 interviews. Results Teachers struggle with the efficient delivery of materials because of insufficient training, exaggerated paperwork, overcrowded classrooms, and poor facilities and resources. Explain the application to your curriculum change plan. In order to prepare teachers to implement a curriculum change in 6th-grade math, they need to be properly trained and familiar with the new material, have streamlined systems of reporting in place, and have the proper supplies, space, and facilities in order to effectively instruct the students. 9. Title The Adaptive Challenges of Curriculum Implementation: Insights for Educational Leaders Driving Standards-Based Reform Author(s) K. Pak, M. Polikoff, L. Desimone, and E. Garcia Date of Publication 2020 Topic What strategies are most effective to implement widespread, standards-based reforms in ELA and math Theories There must be a shift in policy, technology, and professional development to allow teachers to shift their instructional model to best meet the needs of all learners Research Question How must leaders and administrators in education shift their resources and policymaking decisions to best help teachers implement standards-based curricula? Methodology This was a qualitative case study based on a research study conducted by the Center on Standards, Alignment, Instruction, and Learning, which examines how standards-based educational changes are implemented in different states Results Many of the challenges that teachers face with curriculum changes are because of unrealistic expectations or poorly planned models for new instruction. To make effective and efficient changes, administrators must be prepared to make technical and practical approaches to implementation to make the transition easier for educators in the classroom. Explain the application to your curriculum change plan. The strategies for implementation must be planned for middle school teachers based on the resources, technology, and practical skills of those educators in the classroom that must make the instructional changes successfully.

RESEARCH MATRIX 8 10. Title Curriculum Development: A How-to Planner Author(s) J. Schneiderhan, T. Guetterman, and M. Dobson Date of Publication 2019 Topic Rapidly changing practices and technological changes can create a need for an adaptive and rapidly changing curriculum. This how-to process is broken down into small steps to make curriculum reform an easier process. Theories There is an effective 6-step approach to developing a new curriculum or revising an existing one Research Question What are the 6 steps to effective curriculum development? Methodology Review of successful curriculum development techniques Results There is a 6-step process for successful curriculum development: 1. perform a needs assessment and rationale statement. 2. determine and prioritize content 3. writing goals and objectives 4. selecting teaching and educational strategies 5. Implementation of the curriculum 6. Evaluation and applications of lessons learned Explain the application to your curriculum change plan. This is an effective method for anyone to use when developing a new curriculum, such as the new 6 th -grade math curriculum that is currently in process. 11. Title Implementing Curriculum Change: Choosing Strategies, Overcoming Resistance, and Embracing Values Author(s) D. Sklar Date of Publication 2018 Topic A look into the reasons stakeholders might resist changing to a new curriculum and how to overcome those barriers Theories Part of the curriculum change plan must be working to overcome those barriers from the onset, encouraging participation by stakeholders, sharing the benefits and rewards early on, building a team that believes in the changes to influence the thinking of others. Research Question What strategies are effective to overcome resistance to curriculum change? Methodology Case study of successful large-scale curriculum changes in

RESEARCH MATRIX 9 medical schools Results Goals and outcomes must be established prior to the revision of the curriculum. Working toward those outcomes, students and teachers must have input into how best to deliver the information necessary to reach those goals. Explain the application to your curriculum change plan. This is a reminder that backward design does not only apply to lesson plans but should also be a consideration when attempting to change a curriculum, even in a small-scale project like middle school math. 12. Title Differences in State- and District-level Stakeholders’ Perceptions of Curriculum Coherence and School Impact in National Curriculum Reform Author(s) J. Sullanmaa, K. Pyhalto, J. Pietarinen, and T. Soini Date of Publication 2019 Topic Exploring the variations in perceived curriculum coherence and school impact among state and district stakeholders Theories A shared understanding of the purpose behind curriculum change among all stakeholders is crucial for the reforms to be long-standing and successful. Research Question What are the primary perceptions of state and district stakeholders regarding large-scale curriculum reform? Methodology Latent profile analysis based on Curriculum Reform Inventory surveys sent to over 600 stakeholders at the state and district level connected to the curriculum change. Results State-level stakeholders were more likely to perceive the curriculum change as being aligned with a highly coherent and highly impactful profile, while district-level stakeholders leaned more toward a lower consistency of intended direction and impact on student outcomes. Explain the application to your curriculum change plan. Based on a stakeholder’s proximity to the curriculum change, their perceptions of effectiveness and validity seem to change. The more closely they work with the implementation team, the more they understand about the impact the changes will have on student outcomes. This illustrates why the involvement of stakeholders from all levels is important in order to have a successful implementation and transfer of curriculum. 13. Title Lessons Learnt from a Large-Scale Curriculum Reform: The

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RESEARCH MATRIX 10 Strategies to Enhance Development Work and Reduce Reform-Related Stress Author(s) L. Tikkanen, K. Pyhalto, J. Pietarinen, and T. Soini Date of Publication 2019 Topic Curriculum change and ways to implement reforms without increasing educator stress or workload Theories Working on a backward design model of implementation, bottom-up strategies seem to create less stress and work for teachers. Research Question Do collective, proactive strategies of well-being for educators contribute to both the school impact of the reform and the experienced reform-related stress? Methodology A quantitative methodology, including the use of self-developed measures and a survey for data collection, was used. Results On average, participants felt moderate levels of stress, regardless of the method of implementation and reform used. Some felt information sharing was to blame, while others felt support from co-workers helped more to mitigate the stress than additional information sharing. Explain the application to your curriculum change plan. There are ways to mitigate the stress on teachers during the design and implementation of a curriculum change, mainly through dedicated information sharing and a team mentality to implementation. 14. Title Responsive Curriculum Development for Professional Education: Different Teams, Different Tales Author(s) J. Vreuls, M. Koeslag-Kreunen, M. van der Klink, L. Nieuwenhuis, and H. Boshuizen Date of Publication 2022 Topic Because of unpredictable changes in career and society needs, curriculum developers and reformers must have plans in place to be able to react quickly to these changing demands on education. Theories Responsive curriculum development requires a great deal of flexibility and adaptability in the curriculum to best fit the needs of educators and students. Research Question How can curriculum developers react quickly to necessary curriculum reform needs and demands? Methodology Qualitative approach: Open interviews were held with professional curriculum developers in order to construct a clear vision of how reforms can happen more efficiently and quickly

RESEARCH MATRIX 11 Results In order to develop a responsive curriculum, openness, flexibility, and authenticity of the curriculum is very important. While flexibility is critical, developers were very restricted by legislation and requirements at the state and school levels. Testing requirements and institutional rules and regulations were the most difficult to work around. Explain the application to your curriculum change plan. When designing and implementing a new curriculum for middle school math, state testing and other school policies must be considered at every phase of the process, from design to implementation. 15. Title Competence for Students’ Future: Curriculum Change and Policy Redesign in China Author(s) T. Wang Date of Publication 2019 Topic Analyzing key features of large-scale curriculum change in upper school education in China Theories Interpretation of the impacts of the significant changes in the national curriculum program and standards based on literature about the new curriculum Research Question How well does the new national curriculum narrow the gaps in coherency, theory, and practice? What are the challenges that still remain? Methodology Textual analysis of literature based on the new curriculum Results The designs of the subject core competencies are more coherent between curriculum, textbooks, teaching, and assessments. However, there are still high-stakes examinations, diverging contexts, and curriculum implementations that do not fit the needs of the students. Explain the application to your curriculum change plan. It is important to consider every aspect of the curriculum design, from coherence, consistency, assessments, instruction, and implementation, in order to create a curriculum that fulfills the needs of students, educators, and other stakeholders.

RESEARCH MATRIX 12 References Agnew, J. (2021). Internal and external stakeholder impact on curriculum design. Academia Letters, Article 2028, 1-3. Andrietti, V., & Su, X. (2019). Education curriculum and student achievement: Theory and evidence. Education Economics, 27 (1), 4- 19. https://doi.org/10.1080/09645292.2018.1527894 Bajada, C., Kandlbinder, P., & Trayler, R. (2019). A general framework for cultivating innovations in higher education curriculum. Higher Education Research and Development, 38 (3), 465-478. https://doi.org/10.1080/07294360.2019.1572715 Cheung, A. C. K., Keung, C. P. C., & Mak, B. S. Y. (2019). Examining the key stakeholders' perceptions of student learning: Towards a paradigm shift in secondary education in Hong Kong. Asia Pacific Journal of Education, 39 (4), 532- 547. https://doi.org/10.1080/02188791.2019.1604318 Chimbunde, P., & Kgari-Masondo, C. M. (2021). Curriculum change and teachers’ representations of challenges: The case of the social studies curriculum in Zimbabwe. Curriculum Perspectives, 41 (1), 35-45. https://doi.org/10.1007/s41297-020- 00115-3 Cogswell, C., Pauls, S., Gauthier, A., & DeSilva, E. (2019). Agile and active: Sustaining pedagogical change in a large-enrollment calculus course. Journal of Effective Teaching in Higher Education, 2 (2), 1-22. https://doi.org/10.36021/jethe.v2i2.32

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RESEARCH MATRIX 13 Gouëdard, P., Pont, B., Hyttinen, S., & Huang, P. (2020). Curriculum reform: A literature review to support effective implementation. OECD Education Working Papers No. 239 . https://dx.doi.org/10.1787/efe8a48c-en Mamabolo, J. M. (2021). Challenges faced by teachers in the implementation of curriculum changes for primary schools: The case of Mamabolo circuit, South Africa. African Perspectives of Research in Teaching and Learning, 5 , 15-23. Pak, K., Polikoff, M. S., Desimone, L. M., & Saldívar García, E. (2020). The adaptive challenges of curriculum implementation: Insights for educational leaders driving standards-based reform. AERA Open, 6 (2), 2332858420932828. Schneiderhan, J., Guetterman, T. C., & Dobson, M. L. (2019). Curriculum development: A how- to primer. Family Medicine and Community Health, 7 (2) Sklar, D. P. (2018). Implementing curriculum change: Choosing strategies, overcoming resistance, and embracing values. Academic Medicine, 93 (10), 1417- 1419. https://doi.org/10.1097/ACM.0000000000002350 Sullanmaa, J., Pyhältö, K., Pietarinen, J., & Soini, T. (2019). Differences in state- and district- level stakeholders’ perceptions of curriculum coherence and school impact in national curriculum reform. Journal of Educational Administration, 57 (3), 210- 226. https://doi.org/10.1108/JEA-08-2018-0153 Tikkanen, L., Pyhältö, K., Pietarinen, J., & Soini, T. (2020). Lessons learnt from a large-scale curriculum reform: The strategies to enhance development work and reduce reform-related stress. Journal of Educational Change, 21 (4), 543-567. https://doi.org/10.1007/s10833-019- 09363-1

RESEARCH MATRIX 14 Vreuls, J., Koeslag‐Kreunen, M., Klink, M., Nieuwenhuis, L., & Boshuizen, H. (2022). Responsive curriculum development for professional education: Different teams, different tales. Curriculum Journal (London, England), 33 (4), 636- 659. https://doi.org/10.1002/curj.155 Wang, T. (2019). Competence for students’ future: Curriculum change and policy redesign in China. ECNU Review of Education, 2 (2), 234-245.

EDUC 771 Curriculum Change Plan Part 1 - Research Matrix

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