ERIC Number: ED201385
Record Type: RIE
Publication Date: 1981-Apr
Reference Count: 0
Kindergarten Teachers and Curriculum Construct Systems.
Halliwell, Gail L.
This paper reports case study investigations of themes in three kindergarten teachers' curriculum construct systems. Curriculum, in this instance, is viewed as involving people, space, time, and things that become endowed with meaning as a classroom culture is established. Three classrooms in one school district, each constituting a separate case, were visited three times for a total of seven and one-half hours per classroom. Observation, non-standardized interviews and document analyses were used to illuminate how the teachers typified what happened in their classrooms. In each case study, themes were selected from the data that portrayed the characteristic emphases in the curriculum construct system held by each teacher. Similarities as well as differences among the teachers were found. Thematic differences, which were related to the implementation of curriculum, ranged from concern with predictability/flexibility and variety/integration to concern with continuity/variety in the context of multiple purposes and multiple outcomes. Similarities across classrooms appeared to be related to the contents of the school district's kindergarten curriculum guide, but similiarities had different meanings for each teacher. Underlying the similarities in the way teachers planned for learning, there were four areas in which differences were evident: reasons for complexity, concepts of appropriate teaching activity, meanings of "work" and "play," and themes included in and excluded from the teachers' curriculum construct systems. (Author/RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Australia; Curriculum Construct Systems; Curriculum Implementation
Note: Paper presented at the Annual Meeting of the American Educational Research Association (April 11-17, 1981, Los Angeles, CA).