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Title: Exploring the use of complexity theory and action research as frameworks for curriculum change
Authors: Wood, Phil
Butt, Graham
First Published: 24-Jun-2014
Publisher: Taylor & Francis (Routledge)
Citation: Journal of Curriculum Studies, 2014, 46 (5), pp. 676-696
Abstract: This paper considers the impact of a small-scale action research project which focused on the development of an emergent approach to curriculum making in a GCSE (General Certificate in Secondary Education) course in geography. In this context we argue that complexity thinking offers a useful theoretical foundation from which to understand the nature of dynamic pedagogic change resulting from the application of action research methods. Results show that process-focused curriculum change can bring about shifts in both learning and assessment. This is seen as being the result of an emergence orientated approach to action research as a counter to more reductionist approaches which are often used and advocated in educational settings by teachers. We conclude that a combination of complexity thinking and action research can offer a valuable medium through which the educational needs of learners and teachers can be addressed in different, localised contexts.
DOI Link: 10.1080/00220272.2014.921840
ISSN: 0022-0272
eISSN: 1366-5839
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © the authors, 2014. This version is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives 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.
Appears in Collections:Published Articles, School of Education

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