Teacher and School Characteristics and Their Influence on Curriculum Implementation

Autor/inn/en	Roehrig, Gillian H.; Kruse, Rebecca A.; Kern, Anne
Titel	Teacher and School Characteristics and Their Influence on Curriculum Implementation
Quelle	In: Journal of Research in Science Teaching, 44 (2007) 7, S.883-907 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20180
Schlagwörter	Classrooms; Urban Schools; Chemistry; Institutional Characteristics; Teacher Characteristics; Curriculum Development; Educational Change; Science Instruction; Secondary School Science; Teacher Role; Knowledge Base for Teaching; Teacher Attitudes; Interviews; Observation; Science Teachers; Teacher Collaboration + Suchen Sie Ihr Suchwort? Classroom; Klassenraum; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Chemie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerrolle; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerverhalten; Interviewing; Interviewtechnik; Beobachtung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerkooperation
Abstract	Reform-based curriculum materials have been suggested as a mechanism to make inquiry-based instruction more prevalent in secondary science classrooms, specifically when accompanied by comprehensive professional development (Loucks-Horsley, Hewson, Love, & Stiles, [1998]; Powell & Anderson, [2002]). This research examines the implementation of a reform-based high school chemistry curriculum in a large, urban school district. We explicitly consider the role of the teachers' knowledge and beliefs in their implementation of the reform-based chemistry curriculum, as well as school level factors. Qualitative and quantitative data were collected in the form of beliefs interviews and classroom observations from 27 high school chemistry teachers. Analysis of the data revealed that implementation of the curriculum was strongly influenced by the teachers' beliefs about teaching and learning, and the presence of a supportive network at their school sites. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10