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The Practice of An elementary School Principal’s Transformative Curriculum Leadership
transformative curriculum leadership
The principal is an important curriculum leader, and the curriculum leadership contributes to improving the quality of students learning. The transformative curriculum leadership is the new thinking and the new method, contributing to improving the traditional curriculum leadership. Thus, it is necessary to study the principal’s transformative curriculum leadership. This case study recruited an elementary school principal with good performance in transformative curriculum leadership and adopted a qualitative approach. Observation, interview and document analysis were used to collect empirical data to investigate the principal’s practice of transformative curriculum leadership, and the difficulties he faced, strategies, performances and success factors. The conclusions of this study are as follows: 1.The principal set up the common goal first, then clarified the concept of curriculum. 2.The principal adopted the cycle of reflecting educational practice, establishing new goal, fulfilling reform plan, forming ordinary mechanism. 3.The principal played a multiple role in transformative curriculum leadership. 4.The principal concentrated on the growth of school participants. 5.The curriculum dialogue, the curriculum map and strategic alliance were treasures for the school curriculum development. 6.The principal’s transformative curriculum leadership was influenced by school history and scale, as well as teacher composition. 7.The fulfillment of transformative curriculum leadership was influenced by the principal's personality and competence. According to the conclusions above, some suggestions to the educational administrative institutes, teacher training institutes, elementary school principal, and future studies are as follows: 1. Suggestions for educational administrative institutes: a.Training principals to be transformative curriculum leaders. b.Strengthening the operation of regional strategic alliance. 2. Suggestions for teacher training institutes: a.Teaching pre-service teachers to transform the theory. b.Promoting the dialogues between educational theories and practice. 3. Suggestions for elementary school principals: a.Participating in school curriculum development and teaching. b.Aanalyzing school situation to confirm the stage tasks. c.Promoting the growth of school participants. d.Carrying systematic learning out and accumulate teaching practice experience. 4. Suggestions for future studies: a.Studying foundation theories of transformative curriculum leadership thoroughly. b.Studying the school personnel’s transformative curriculum leadership, except for the principal. c.Studying transformative curriculum leadership through action-research approach.
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