student profile: Ms Christine Grice

MEd Leadership with merit (Sydney) BA Dip Ed (Macquarie)
Ms Christine Grice

Telephone +61 29351 5281

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Thesis work

Thesis title: Toward a theory of Pedagogical Change: teacher professional learning, leadership and the implementation of the NSW English K-6 syllabus for the Australian Curriculum

Supervisors: Kevin LAWS , Nicole MOCKLER

Thesis abstract:

The implementation of the Australian Curriculum has brought unprecedented curriculum change in primary schools for the first time in two decades. A case study of two schools undertaking curriculum change uses a constructivist grounded theory methodology derived from a constructionist epistemology and a symbolic interactionist ontology that values the agency of those less heard. Constructivist grounded theory assumes that people form meanings from their actions in reaction to space, time and circumstance acknowledging the subjective as participants gain new meaning from their actions and perspectives. This research sought to understand how teachers and leaders in two primary schools were implementing curriculum change and the extent to which new curriculum was used as a channel for pedagogical change. Grounded in the data, this research builds towards a theory of pedagogical change. It evaluates school culture, leadership and pedagogy during change, acknowledging their contested, complex, interdependent paradigms. Several dichotomies arose from the practitioner based findings including building a culture of a community of practice and inquiry in a climate of compliance and navigating a culture of confusion about pedagogy where equal importance is placed on holistic and individual personalised learning and outcomes-based practice and measured collective school improvement. Leadership practices are evaluated for their capacity to build distributed and collaborative pedagogical leadership and communities of practice and trust during curriculum change with the internal and external forces at play. The research builds towards a theory of pedagogical change, highlighting the importance of teachers and leaders building pedagogical practice autonomously in order to develop their individual and collective pedagogical identity through practice based understanding of pedagogical change theory during curriculum change.

Selected publications

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Journals

  • Grice, C. (2017). Pedagogical leadership and curriculum change (in press). International Journal for Cross-Disciplinary Subjects in Education, 7(3).
  • Grice, C. (2012). Do principals think they matter? Principal Matters, 92, 50-51.

2017

  • Grice, C. (2017). Pedagogical leadership and curriculum change (in press). International Journal for Cross-Disciplinary Subjects in Education, 7(3).

2012

  • Grice, C. (2012). Do principals think they matter? Principal Matters, 92, 50-51.

Note: This profile is for a student at the University of Sydney. Views presented here are not necessarily those of the University.