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This paper reports on the theory generated from a study of the management of a major ‘top down’ curriculum change in the highly specialised area of religious education from the perspective of the religious education coordinator (REC). It identifies how RECs prepared for the management of the change and provides information about the key issues they addressed in order to manage the change. Emanating from a grounded theory approach some of the key issues pertaining to the theory generated were: the RECs’ initiatives to become informed about the change; strategies undertaken to inform teachers of religious education, providing opportunities for teachers to dialogue about the change, exploring the textbooks underpinning the change in the light of existing curriculum and; decision making processes employed to bring about the change.


School of Education

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Open Access Journal Article

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Open Access

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