ERIC Number: ED205500
Record Type: RIE
Publication Date: 1981-Jun
Reference Count: 0
Transforming Curriculum in Mathematics, Science, and Writing: A Case Study of Teacher Yearly Planning.
Clark, Christopher M.; Elmore, Janis L.
An experienced second grade teacher participated in three two-hour planning sessions in which she planned for the course of instruction for the school year in mathematics, science, and writing. The teacher "thought aloud" as she planned, and two researchers present took written notes. In general, her yearly planning was aimed at setting a projected schedule of instruction for each subject, analyzing and rearranging curriculum materials, and establishing an overall structure for the coming school year within which other levels of planning and action would be carried out. This broad outline of what she would teach, and to a lesser extent, how she would teach it, emerged from the mental review of the past year's events, combined with the adjustment of the sequence and pace of teaching to accommodate new curriculum materials and new ideas consistent with her implicit theories of effective instruction. A description is given of her methods for identifying problems and designing solutions and the somewhat different approaches she took in planning for the three subjects. (JD)
Descriptors: Curriculum Development, Decision Making, Elementary Education, Elementary School Teachers, Grade 2, Mathematics Instruction, Problem Solving, Science Instruction, Teacher Behavior, Writing Instruction
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.00).
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 17, 1981).