Into the Deep: A Quantitative Analysis of Teacher Ratings of the Development and Implementation of a Trial Religious Education Curriculum

Autor/inn/en	Sultmann, Willian; Lamb, Janeen; Hall, David; Borg, Gary
Titel	Into the Deep: A Quantitative Analysis of Teacher Ratings of the Development and Implementation of a Trial Religious Education Curriculum
Quelle	In: British Journal of Religious Education, 44 (2022) 1, S.26-37 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-6200
DOI	10.1080/01416200.2021.1951165
Schlagwörter	Teacher Evaluation; Religious Education; Catholic Educators; Foreign Countries; Curriculum Implementation; Likert Scales; Experiential Learning; Curriculum Development; Elementary School Teachers; Secondary School Teachers; Faculty Development; Cooperative Planning; Australia + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Katholische Erziehergemeinschaft; Ausland; Likert-Skala; Experiental learning; Erfahrungsorientiertes Lernen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien
Abstract	The Scriptural metaphor, 'Into the Deep', characterises a trial Religious Education curriculum within a Catholic diocese of Australia. Teacher developers (n = 40) and teacher implementers (n = 85) from 37 schools responded to the influence of six Religious Education Development Principles (REDP), and statements on the implementation processes at school and across the diocese. Responses to the REDP achieved a high and consistent overall mean rating of 4.25 on a 5-point Likert scale and a mean of 3.97 for resourcing and strategic implementation processes. Least confidence was reported for development principles of Experiential Learning and Learning Through Integration. Implementation processes favoured resourcing and strategic support at the school level. Overall, responses of teacher developers, in comparison to teacher implementers, were statistically significant, with ratings improving with years of teacher experience and from primary school personnel. Implications of findings were that early career teachers and teachers across school types, other than primary, should be prioritised for support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01