Literaturnachweis - Detailanzeige
| Autor/in | Srithai, Tony Michael |
|---|---|
| Titel | A Descriptive Case Study of a Suburban North Carolina School System's Development and Implementation of Elementary School Science Curriculum |
| Quelle | (2022), (171 Seiten)
PDF als Volltext Ed.D.Ed.Lead. Dissertation, The University of North Carolina at Chapel Hill |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3795-5440-8 |
| Schlagwörter | Hochschulschrift; Dissertation; Suburban Schools; Curriculum Development; Curriculum Implementation; Elementary School Curriculum; Science Curriculum; School Districts; Alignment (Education); Educational Change; Resistance to Change; Faculty Development; Curriculum Design; North Carolina |
| Abstract | For decades, education policy has prioritized the need to improve reading and math achievement while science teaching and learning have received far less emphasis. In 2013, schools across the United States began implementing Next Generation Science Standards (or similarly structured, state-adopted science standards). These new science standards required schools and teachers to undertake different approaches to improve the teaching of science and science practices. However, relatively little research has been conducted regarding the strategies used by individual school districts to ensure that students receive rigorous science instruction consistent with these standards. In this dissertation, I conduct a deep case study in a suburban public school district in North Carolina to explore the development and implementation of a new elementary science curriculum that focused on the use of science kits. Using a wide range of primary documents, including historical documents and financial data, I created a descriptive timeline of the curriculum development process. Systems theory was utilized as the research lens to produce a narrative that accompanies my document analysis. I sought to identify revenue sources that fund the design and implementation of elementary science curricula, how these funds are expended (particularly through the deployment of science kits), and what factors influence these curriculum considerations. I found that the district's curriculum work resulted in a more aligned elementary science curriculum. This common scope and sequence supported district streamlining of cross-curricular elementary experience. Reading, math, and other subject areas could be easily integrated into a shared curriculum common to 11 elementary schools. Assessment tools could then be used to better inform the further refinement of curriculum and instruction. Two schools were resistant to the initiative, leaving them somewhat misaligned with the district-wide curriculum. Schools that most successfully implemented the curriculum demonstrated consistent collaboration between teachers, staff, and administrators; were provided timely professional development in the curriculum development process; and benefited from the oversight of a district Science Coordinator. Taken together, other districts that are overhauling science curricula should ensure that schools (a) maintain a focus on strong and backward-designed curricula, (b) support teachers in the planning process with professional development, and (c) offer flexible leadership in the curriculum design process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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