Teacher and Lay Participation in Local Curriculum Change Considerations.

Autor/in	Schaffarzick, Jon
Titel	Teacher and Lay Participation in Local Curriculum Change Considerations.
Quelle	(1976), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Citizen Participation; Conflict; Curriculum Development; Decision Making; Elementary Secondary Education; Interviews; Political Influences; Principals; School Districts; Teacher Participation; Teachers + Suchen Sie Ihr Suchwort? 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Konflikt; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Decision-making; Entscheidungsfindung; Interviewing; Interviewtechnik; Political influence; Politischer Einfluss; Principal; Schulleiter; School district; Schulbezirk; Lehrer; Lehrerin; Lehrende
Abstract	This study examines the roles of teachers and citizens in decision-making related to curriculum planning and change. Interviews were conducted with persons involved in curriculum decision-making in 34 school districts in order to ascertain how they determined whether or not to make elementary-level curriculum changes. The rational and political aspects of this process were analyzed, as well as patterns of participation by teachers and laymen. The study revealed that a variety of curriculum change processes exist in these different districts. Both teacher and citizen participation has increased across the past few years, although citizens participate less frequently in curriculum decisions than teachers. The participation of both groups, however, has generally been superficial, and the major decisions are still usually made by higher authorities. The study also revealed that conflict tends to increase participation, to enhance rationality, and to democratize political aspects of curriculum change. Because both teachers and laymen have certain restrictions on the time and energy they can devote to decision-making, they should be provided with better mechanisms and forums for their involvement. (Author/DS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01