ERIC Number: ED366496
Record Type: RIE
Publication Date: 1993
Reference Count: N/A
Empowering Teachers To Change Curriculum and Schools: Evaluation of a Program.
Holderness, Susan T.
New Mexico CURRENTS is an ongoing project that provides teams of educators from 11 elementary and secondary schools with culturally relevant humanities content and technical assistance in curriculum development and methodology. After being immersed in a rich knowledge base of New Mexican arts and humanities, the educator teams are expected to generate new curriculum and teaching models that can be adopted by other schools and districts. Most participants are Hispanic and female, and hold a master's degree or higher. Project activities included symposia and workshops for participants, a meeting for school administrators, and site visits to participating schools by project coordinators and an external evaluator. Analysis of pre- and posttraining survey data from participants and written responses from teachers and students revealed the positive impact of the project on teacher knowledge, teaching strategies, and student outcomes. Teachers reported new knowledge of cultural content, alternative student assessment, and program evaluation; increased access to resources and expert contacts; and improved attitudes toward multicultural issues. Pedagogical changes include increases in collaboration among teachers, parents, and community members; interdisciplinary and thematic approaches to curriculum presentation; and classroom use of multiage grouping, cooperative learning, and peer tutoring. Positive student outcomes include better attitudes toward education and school, increased self-esteem and cultural pride, better attendance, and improved writing and speaking skills. (SV)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Rockefeller Foundation, New York, NY.; Kellogg Foundation, Battle Creek, MI.
Authoring Institution: N/A
Identifiers: Culturally Relevant Curriculum; New Mexico; Teacher Collaboration; Teacher Empowerment; Teacher Knowledge
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, 1993).