ERIC Number: ED323173
Record Type: RIE
Publication Date: 1990-Apr
Some Effects of Curriculum Standardization on Elementary Teachers and Students.
The school curriculum has been under scrutiny in an attempt to improve the educational experiences of children, often in the form of federal and state control to make schools accountable for students' education. The goal of standardization is to increase minimum standards in all classrooms and to make sure that all students receive a foundation of basic skills. Yet, the result has often been to deny teachers the opportunity to use their professional skills as curriculum planners. When the curriculum is controlled by outsiders, the teachers' roles are reduced to being managers of the learning process. This study investigated the effects of the standardization of a curriculum in one school in a small midwestern public school district, the resulting influences on the implementation process, the deskilling and reskilling of teachers who use the curriculum, and teachers' compliance with and resistance to this process. The fall 1988 study focuses on one fifth-grade classroom in an elementary school that is working toward regulating the curriculum in an attempt to give students uniformity via a predetermined scope and sequence of activities. To this end, a mastery learning program has been established. Classroom observations and interviews with teachers are reported and questions are raised on the trend of a movement away from teachers as curriculum planners in favor of curriculum standardization. (JD)
Descriptors: Curriculum Development, Educational Improvement, Elementary School Curriculum, Grade 5, Instructional Effectiveness, Intermediate Grades, Literature Reviews, Mastery Learning, Public Schools, Standardized Tests, State Standards, Student Attitudes, Student Evaluation, Teacher Attitudes, Teacher Role, Textbook Selection
Publication Type: Speeches/Meeting Papers; Opinion Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 17-20, 1990).