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ERIC Number: ED037382
Record Type: RIE
Publication Date: 1970
Pages: 14
Abstractor: N/A
Reference Count: 0
Characteristics of Teacher Participation in Curriculum Planning and Reported Acts of Implementation.
Kardas, Barbara J.; Talmage, Harriet
A study was designed to identify and examine the relationship between selected characteristics of teacher participation in curriculum planning activities and reported acts of implementation. Subjects were 100 elementary teachers (K-8) who had participated in curriculum planning activities in 27 schools in nine school districts in suburban Chicago. Data on 22 variables (identified through a research review) and the extent of implementation were obtained by administering four instruments: Bowers Teacher Opinion Inventory (BTOI), Johansen Participation Inventory and Implementation Inventory, and a data sheet/questionnaire. Correlation and step-wise multiple correlation procedures were utilized. Findings: Degree of participation is positively correlated with greater number of years of experience, greater number of years in present system, fewer children in family, higher salary, and greater participation in inservice education. A significant correlation exists between the degree of participation and implementation. Teachers most likely to implement the school system's curriculum would be primarily those in self-contained classrooms, holding some hours beyond the B.A. degree, who have small families, prefer the role in curriculum activities as grade consultant and curriculum writers, understand their curriculum responsibilities, receive professional growth points for participation, prefer a combination of school personnel leading curriculum activities, and score high on the BTOI and the Participation Inventory. (JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper prepared for the annual meeting of the American Educational Research Association, Minneapolis, March 1970