ABSTRACT
Contributors to this section were invited to focus on the curriculum-in-action in their schools and submit case studies which centred on initiatives relating to maximizing pupil progress and enhancing the quality of learning experiences offered to pupils. We asked contributors to acknowledge the distinction between the espoused curriculum of the guideline or other such documents formulated within the school and the curriculum-in-action experienced by pupils. We were interested therefore in how guidelines were constructed, or reviewed on the one hand, and how the Headteachers undertook the process of managing and monitoring the curriculum-in-action on the other. Given that management is about the achievement of goals through other individuals we were also interested in any instances of how Headteachers had engaged in this aspect of the management of change.
