A Case Study in Collaboration for Curriculum Reform.

Autor/inn/en	Markowitz, Nancy Lourie; Crane, Beverley
Titel	A Case Study in Collaboration for Curriculum Reform.
Quelle	(1993), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; College School Cooperation; Computer Uses in Education; Curriculum Enrichment; Demonstration Programs; Elementary School Teachers; Grade 4; Higher Education; Intermediate Grades; Methods Courses; Online Searching; Participant Observation; Preservice Teacher Education; Resource Teachers; School Districts; Social Studies; Teacher Educators; California + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Computernutzung; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mittelstufe; Methodisch-didaktische Anleitung; Online-Recherche; Teilnehmende Beobachtung; Lehramtsstudiengang; Lehrerausbildung; Lehrpersonal; School district; Schulbezirk; Gemeinschaftskunde; Teacher education; Education; Lehrerbildung; Kalifornien
Abstract	This paper presents a case study describing the collaboration between a state university, a local school district, and Dialog Information Services, Inc. that was designed to include the use of online searching in a social studies methodology course and to encourage school curriculum reform in the area of technology by integrating online searching into the elementary social studies curriculum of a fourth-grade classroom. Two assumptions guided the research: (1) that significant changes will have to occur in both preservice and inservice education for computers to become integrated into the school curriculum; and (2) that collaborative partnerships between universities and schools can facilitate curriculum reform in both institutions. Data were gathered from the classroom teacher and the computer resource teacher at the beginning of the semester to provide baseline information; a taped interview was held with each teacher at the end of the semester; response journals were used weekly by the students; and a university professor acted as a participant-observer providing data through a personal journal. A discussion framed by key elements identified as necessary for successful collaborative efforts and a summary of project outcomes, both successes and failures, complete the document. (Contains approximately 20 references.) (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC