Examining the Middle Ground of Curriculum

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.