Change Dilemmas for Classroom Teachers: Curriculum Reform at the Classroom Level

Acker S. (1997). Primary school teachers’ work: The response to educational reform. In Helsby G. , & McCulloch G. (Eds.), Teachers and the national curriculum (pp. 34–51). London: Cassell.

Australian Education Council (1993). The use of strands for reporting. Canberra: Australian Education Council Curriculum & Assessment Committee.

Ball S. (1993). England and Wales. In Crump S. J. (Ed.), School-centred leadership (pp. 225–236). Melbourne: Nelson.

Berlak A. , Berlak H. , Bagenstos N. T. , & Mikel E. R. (1976). Teaching and learning in English primary schools. In Hammersley M. , & Woods P. (Eds.), The process of schooling: A sociology reader (pp. 81–104). London: Routledge.

Boomer G. (1992). Negotiating the curriculum reformulated. In Boomer G. , Lester N. , Onore C. , & Cook J. (Eds.), Negotiating the curriculum: Educating for the 21st century (pp. 276–289). London: Falmer.

Brady L. (1996). Incorporating curriculum outcomes into teaching practice: Learning from the literature. Curriculum Perspectives, 16(3), 25–33.

Carter K. (1993). The place of story in the study of teaching and teacher education. Educational Researcher, 22(1), 5–12, 18.

Cook J. (1992). Parents, teachers, schools and system. In Boomer G. , Lester N. , Onore C. , & Cook J. (Eds.), Negotiating the curriculum: Educating for the 21st century (pp. 216–231). London: Falmer.

Crowther F. (1993). Leadership for effective school-based policy development. In Crump S. J. (Ed.), School-centred leadership (pp. 157–172). Melbourne: Nelson.

Darling-Hammond L. (1996). The right to learn and the advancement of teaching: Research, policy, and practice for democratic education. Educational Researcher, 26(6), 5–19.

Deer C. (1990). Democracy and bureaucracy: Curriculum issues. In Chapman J. D. , & Dunstan J. F. (Eds.), Democracy and bureaucracy: Tensions in public schooling (pp. 131–154). London: Falmer.

Devaney K. , & Sykes G. (1988). Making the case for professionalism. In Lieberman A. (Ed.), Building a professional culture in schools (pp. 3–22). New ‘York: Teachers College Press.

Dimmock C. (1995). Building democracy in the school setting: The principal's role. In Chapman J. D. , Froumin I. , & Aspin D. N. (Eds.), Creating and managing the democratic school (pp. 155–175). London: Falmer.

Directorate of School Education. (1995). Science course advice. Melbourne: Author.

Donnelly K. (1993). The national curriculum: Education as ideology. Curriculum Perspectives—Newsletter Edition, 13(4), 37–38.

Dunstan J. F. (1995). A history of Victorian schools. In Chapman J. D. , Froumin I. , & Aspin D. N. (Eds.), Creating and managing the democratic school (pp. 115–129). London: Falmer.

Elmore R. F. (1995). Structural reform and educational practice. Educational Researcher, 24(9), 23–26.

Flett J. , & Wallace J. (in press). Change dilemmas for curriculum leaders: Dealing with mandated change in schools. Journal of Curriculum and Supervision.

Fullan M. (1991). The new meaning of educational change. London: Cassell Educational.

Fullan M. (1999). Change forces: The sequel. Philadelphia: Falmer.

Goldsberry L. , Holt A. , Johnson K. , MacDonald G. , Poliquin R. , & Potter L. (1995). The evolution of a restructuring school: The new Suncook case. In Lieberman A. (Ed.), The work of restructuring schools: Building from the ground up (pp. 136–156). New York: Teachers College Press.

Hargreaves A. (1984). Experience counts, theory doesn't: How teachers talk about their work. Sociology of Education, 57, 244–254.

Hargreaves A. (1992). Curriculum reform and the teacher. Curriculum Journal, 2(3), 249–258.

Hargreaves A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. New York: Teachers College Press.

Hargreaves D. H. , & Hopkins D. (1991). The empowered school: The management and practice of development planning. London: Cassell Educational.

Knight J. (1993). Setting a democratic base for effective schooling. In Crump S. J. (Ed.), School-centred leadership (pp. 131–148). Melbourne, Australia: Nelson.

Lieberman A. (1995). Restructuring schools: The dynamics of changing practice, structure, and culture. In Lieberman A. (Ed.), The work of restructuring schools: Building from the ground up (pp. 1–17). New York: Teachers College Press.

Louden W. (1991). Understanding reflection through collaborative research. In Hargreaves A. , & Fullan M. (Eds.), Understanding teacher development (pp. 178–215). London: Cassell.

McFarlane L. (1994). National statements and profiles roundup. Curriculum Perspectives—Newsletter Edition, 14(2), 23–24.

McRae D. (1990). Exploring trails in school management. In Chapman J. D. , & Dunstan J. F. (Eds.), Democracy and bureaucracy: Tensions in public schooling (pp. 99–114). London: Falmer.

Polkinghorne D. E. (1995). Narrative configuration in qualitative analysis. In Hatch J. A. , & Wisniewski R. (Eds.), Life history and narrative (pp. 5–24). London: Falmer.

Rizvi F. , & Kemmis S. (1987). Dilemmas of reform: An overview of issues and achievements of the participation and equity program. Geelong, Australia: Deakin University Press.

Roberts M. (1997). Reconstructing the geography national curriculum. In Helsby G. , & McCulloch G. (Eds.), Teachers and the national curriculum (pp. 98–111). London: Cassell.

Sarason S. B. (1990). The predictable failure of educational reform: Can we change course before it's too late? San Francisco: Jossey-Bass.

Van den Akker J. , & Kuiper W. (1993). The implementation of a social studies curriculum. Journal of Curriculum and Supervision, 5(4), 293–305.

Wildy H. , & Louden W. (2000). School restructuring and the dilemmas of principals’ work. Educational Management & Administration, 28(2), 173–184.

Woods P. , Jeffrey B. , Troman G. , & Boyle M. (1997). Restructuring schools, restructuring teachers: Responding to change in the primary school. Buckingham, UK: Open University Press.