In this article, we present a case study of two teachers’ experiences implementing a junior- high school physical education curriculum. Using interviews, observations, and document analysis, we organized our data around Brunelle et al.’s (1988) conceptual framework. Our results noted several constraining factors to implementation: lack of time to achieve outcomes, inadequate equipment, large classes, heavy teaching loads, lack of professional development, and lack of consultant support. To facilitate implementation, teachers used school “exploratories” and community facilities, worked with parents, and established user fees. Data indicate that, despite teachers’ best efforts, students did not meet all curriculum objectives. Keywords: physical education curriculum, curriculum implementation, Nova Scotia curriculum implementation, case study Cet article traite d’une etude de cas portant sur l’experience de deux enseignants dans l’implantation d’un programme d’education physique dans une ecole secondaire de premier cycle. Les donnees ont ete organisees selon Brunelle et al. (1988) en utilisant des entrevues, des observations et en faisant une analyse documentaire. Les resultats demontrent plusieurs facteurs limitatifs a l’implantation : manque de temps pour atteindre les resultats, equipement inadequat, nombre eleve d’etudiants dans les classes, charges d’enseignement trop lourdes, manque de formation continue et manque de service de soutien. Pour faciliter l’implantation, les enseignants utilisent les « school exploratories » et l’equipement communautaire, travaillent avec les parents et imposent des frais d’utilisation. Les resultats indiquent que, malgre les meilleurs efforts des enseignants, les etudiants n’atteignent pas tous les objectifs du programme. Mots-cles : programme d’education physique, implantation du programme, etude de cas de l’implantation d’un programme en Nouvelle-Ecosse

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Implementing a Physical Education Curriculum: Two Teachers' Experiences.

In US-based educational research, the bureaucratization of education has been interpreted primarily from economic points of view. This paper examines bureaucracy and education from a political pers...

Bureaucratization, education and the meanings of responsibility

TT he promulgation of the Public Finance Management Act, 1999 (Act 1 of 1999), shifted the emphasis away from a rule driven and highly centralised system of expenditure control to the management of public financial resources by the head of a department. This change brought about new training priorities and it is required from public officials to develop the necessary skills and competencies to manage public finances effectively. The development of new skills and competencies created opportunities for training providers to offer training programmes, but due to a lack of knowledge regarding the training needs, providers are offering training programmes, which do not meet the financial management requirements of the public sector. Furthermore the training programmes are also offered in an unco-ordinated manner. In this article attention is devoted to the effect of a co-ordinated training programme. Due to the poor human resource development, which was inherited from the former regime and which is not only fragmented but lacks co-ordination, a process of identifying the training needs in public financial management and an analysis and interpretation of the survey undertaken, is proposed. Finally, to ensure that the government receives value for money the article suggests an approach to be followed in the designing of a co-ordinated training programme.

Guidelines for designing a training programme for officials in the financial management category in the South African Public Service

This study sought to provide empirical evidence concerning physical education information-seeking patterns of elementary teachers at the primary level. It also investigated the relationship between information use patterns and teachers' attributes. A model based on simple utilitarian concepts explaining information use patterns was developed and tested. The basic assumption of the model was that the use of information sources would increase as the perceived benefits of the information derived increased, and the costs of retrieving and using the information decreased. Subjects for the study were elementary school teachers from the Vancouver school system in British Columbia, Canada (N = 86). Simultaneous equation procedures employing limited information likelihood estimators were used to test the model. The results of the study indicated that sources of information internal to the school system dominated utilization patterns. Among these, curriculum support material and discussion with colleagues ...

Information source utilization and teachers' attributes in physical education: a preliminary test of a rational paradigm.

Curriculum development is a large-scale operation in Canada. Each province maintains curricula for the numerous programs offered in its schools: Alberta, for example, lists over 200 curricula for grades 10-12 alone (Alberta Education, 1978). Periodic revision and innovation produces hundreds of new or revised provincial curriculum documents each year. Many school boards publish detailed curricula based on provincial guidelines, and indi- vidual schools, departments, and teachers produce curriculum documents as course outlines and descriptions. This investment in curriculum writing may represent the triumph of hope over experience. There is little evidence that the quality of classroom

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David Pratt

Papers

Characteristics of Canadian Curricula

Understanding Materials: The Role of Materials in Curriculum Development