The Dynamics of Curriculum Revision / Diane Howard LaPorte and Ronald E. LaPorte.

This research study was undertaken in order to understand the dynamics of curriculum revision. The study examines reasons for change, persons involved in revision, frequency of revision, ways of evaluating a revised curriculum, and consistency of revision processes across school districts. Information was obtained through surveys distributed to suburban school districts in New York and Pennsylvania. Results indicate that (a) the most important planners and initiators of curriculum change are the teachers and principals, while the state has some control, and the student role is minimal; (b) no two schools use the same evaluation methods or have the same philosophy for what might be the most effective means of evaluation; (c) school districts are not satisfied with their current means of evaluation; and (d) curriculum revision occurs in a helter-skelter fashion and does not cross school districts. It is suggested that with increased state control and organization, the school districts could retain the flexibility they desire while improving the development and effectiveness of their curricula. (PB)

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