1. Understanding a “Field of Study” in Curriculum Work
Glatthorn conceptualises a field of study as a broad, structured domain of knowledge and skills—such as mathematics, social studies, science, or languages—with its own traditions, organising concepts, and instructional expectations. Enhancing such a field requires attention to:
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Curricular coherence (horizontal and vertical alignment)
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Instructional practices used across classrooms
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Resources and materials
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Assessment systems
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Teacher expertise within that domain
Improving a field of study therefore becomes a strategic, long-term organisational task rather than a single reform initiative.
2. The Rationale for Field Improvement
Glatthorn argues that curriculum change often fails because it focuses only on fragmented innovations (e.g., new textbooks, isolated reforms). Improvement at the level of a full discipline is more impactful because:
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It raises the overall quality of teaching and learning across the school.
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It reduces inconsistencies between grade levels and teachers.
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It ensures students experience progressive development of skills, not repetition or gaps.
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It strengthens professional collaboration, encouraging teachers to share expertise and common standards.
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It supports institutional stability, ensuring that the field remains responsive to evolving knowledge and societal needs.
3. The Field Improvement Process
Glatthorn proposes a structured, participatory process involving curriculum leaders, teachers, and subject specialists. Key steps include:
a. Conducting a Field Review
A systematic evaluation of the current state of the subject area, including:
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Scope and sequence documents
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Instructional materials
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Assessment data
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Classroom observations
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Teacher interviews
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Student performance trends
This review identifies strengths, weaknesses, and inconsistencies.
b. Developing Clear Standards and Expectations
Based on the review, the next step is establishing:
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Content standards
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Essential skills
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Conceptual frameworks
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Performance benchmarks
Clear expectations encourage common interpretations of what high-quality learning looks like in the field.
c. Aligning Curriculum Components
Improvement requires vertical and horizontal alignment:
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Vertical alignment ensures continuity from one grade to the next.
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Horizontal alignment ensures consistency across teachers at the same grade level.
Alignment strengthens coherence and reduces redundancy.
d. Selecting and Organising Core Resources
Curriculum leaders must provide:
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High-quality textbooks and digital materials
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Instructional guides
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Supplementary resources
Coherent resources support consistent delivery of the field’s essential content.
e. Strengthening Instructional Practices
Educators collectively develop:
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Shared pedagogical approaches
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Best-practice strategies
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Classroom routines and assessments
Professional development is emphasised as key to supporting teachers in implementing improvements.
f. Establishing an Ongoing Evaluation System
Field improvement is not a one-time event. Glatthorn recommends:
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Continuous assessment of student learning
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Regular curriculum updates
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Annual or cyclical field reviews
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Mechanisms for teacher feedback
This ensures responsiveness and long-term quality.
4. The Role of Curriculum Leaders
Curriculum leaders (e.g., heads of department, district coordinators) play a central role by:
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Facilitating collaboration among teachers
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Managing the review and alignment processes
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Guiding the development of standards
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Supporting teachers with training and resources
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Monitoring implementation
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Maintaining continuity across years
Leadership is described as transformational and collaborative, not bureaucratic.
5. Issues and Challenges in Field Improvement
Glatthorn identifies several recurrent challenges:
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Teacher resistance to changes in established practices
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Insufficient resources for professional development
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Lack of time for collaborative work
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Inconsistent leadership or unclear expectations
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Overemphasis on testing, which can distort curriculum priorities
He recommends strong leadership, teacher empowerment, and sustained professional development to overcome these obstacles.
6. Outcomes of Effective Field Improvement
When done well, improvements in a field of study lead to:
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Richer, more coherent learning experiences
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Better alignment with standards and assessments
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Increased teacher professionalism
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Improved student performance
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A dynamic, evolving curriculum rather than a static document
Glatthorn emphasises that such improvement strengthens the cultural and intellectual integrity of the discipline.
Overall Significance
Chapter 7 positions field improvement as a powerful mechanism for raising educational quality. Rather than focusing on individual innovations, Glatthorn underscores the importance of systematic, collaborative, and continuous discipline-based change. This approach reinforces curriculum leadership as an organisational, developmental, and pedagogical responsibility.
