Is alignment enough? Investigating the effects of state policies and professional development on science curriculum implementation.

Autor/inn/en	Penuel, William; Fishman, Barry J.; Gallagher, Lawrence P.; Korbak, Christine; Lopez-Prado, Bladimir
Titel	Is alignment enough? Investigating the effects of state policies and professional development on science curriculum implementation.
Quelle	In: Science education, 93 (2009) 4, S. 656-677Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.20321
Schlagwörter	Bildungsstandards; Bildungsreform; Kindergarten; Sekundarstufe I; Grundschule; Lehrerverhalten; Curriculumentwicklung; Curriculumreform; Lehrplanforschung; Lehrplangestaltung; Lehrmaterial; Naturwissenschaften; Naturwissenschaftliche Bildung; Zeitmanagement; Bewertung
Abstract	Implementation of science curriculum materials has been a fundamental challenge in science education for decades. Policy researchers have argued that alignment of standards, curriculum, and assessment are the key to supporting implementation. This paper focuses on teachers' perceptions of curricular alignment and on curriculum implementation using empirical data from a statewide systemic inquiry science reform effort targeting students from kindergarten to eighth grade. We find that the success of alignment policies depends on teachers' construal of the relationship between standards and curriculum materials and on allocation of time for planning at the school level.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2011/4