Examining the Middle Ground of Curriculum

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Focusing on the interpretation and enactment of curriculum by teachers, this study explores their engagement with new curriculum documents before classroom implementation. It highlights the "middle ground of curriculum," a concept introduced by Goodson, which sits between the formal written curriculum and classroom practice. The research emphasizes the dynamic interactions among different curriculum levels and positions teachers as active interpreters. A model of this middle ground is presented, specifically examining history teachers' responses to a new syllabus.