This study aims to unpack the context, processes and outcomes as the three key components of school-based curriculum development (SBCD) in six different schools in Singapore. A total of 31 focus group discussions were conducted with teachers, key personnel and school leaders in these schools. From the data, we derived a framework of SBCD which consists of five themes centred on ‘culture of learning’. This framework provides an alternative lens to traditional conceptualisation of SBCD by highlighting the nonlinear relationships among the three components. Two recommendations to researchers, policy makers and practitioners regarding SBCD towards sustained commitment for innovation and potential scalability are suggested.
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Chen et al. (2015) studied this question.
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