Generating Curriculum and Instructional Innovations through School-Based Management

Abstract

This study examined how schools utilize school-based management to introduce curriculum and instructional changes. It builds on previous research which concluded that school-based management can be more effective when the conditions associated with high-involvement organizations-namely, the decentralization of power, knowledge and skills, information, and rewards-are in place. In the present research, we assessed the extent to which these four conditions along with three other factors-an instructional guidance system, leadership, and resources-facilitated the implementation of four categories of curriculum and instructional innovations. Data from seventeen schools in eight locations supported the premise that higher levels of reform take place when higher levels of more of these supporting conditions are present at a school Furthermore, all of these conditions, with the possible exception of resources, appear to be instrumental in facilitating these innovations. A number of avenues for future research are suggested.

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