ERIC Number: ED382591
Record Type: RIE
Publication Date: 1995-Apr-22
Reference Count: N/A
Integrating Mathematics and Science at the Middle/Junior High School Level Using Collaborative Action Research: The Voices of Teacher-Directed Change.
Oja, Sharon Nodie; And Others
Teams of teachers from four middle/junior high schools, in collaboration with faculty from the University of New Hampshire and consultants from the New Hampshire State Department of Education, implemented systemic changes in the teaching of mathematics and science. The curriculum goal was to design, adapt, implement, and evaluate hands-on, inquiry-oriented integrated mathematics and science units. Adolescents, teachers, professors, alternative assessments, national standards, and integrated curricula were wound together in a collaborative approach. This paper describes project expectations, changes brought about by the project, the project's basis in constructivist pedagogy, redefinition of participants' roles, teacher empowerment, student empowerment, conditions of change, recognition of growth and change, the community of learners, and the products of change. (Contains 17 references.) (JDD)
Descriptors: Action Research, College School Cooperation, Constructivism (Learning), Curriculum Development, Educational Change, Higher Education, Integrated Curriculum, Intermediate Grades, Junior High Schools, Mathematics Instruction, Middle Schools, Program Development, Program Implementation, Science Course Improvement Projects, Science Instruction, Secondary School Teachers, Teacher Role
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers: Empowerment; Teacher Collaboration; University of New Hampshire
Note: Paper presented at the Annual Conference of the American Educational Research Association (San Francisco, CA, April 18-22, 1995).