ERIC Number: ED333559
Record Type: RIE
Publication Date: 1991
Curriculum Standardization and the Role of Teachers.
Following a description of how the political climate in the 1960s through the 1980s influenced education, this document discusses the effects of districtwide curriculum standardization on Burr Oaks Elementary School in the midwestern village of Burr Oaks. The school's community setting, use of curriculum guides, and initial use of curriculum packages that supply objectives, methods of presentation, and evaluations are described. Next, curriculum changes initiated in the 1983-84 school year by a new superintendent are presented. These include the development of: (1) an organized set of student curriculum goals; (2) a common set of curriculum materials; (3) student evaluation tools to be submitted to the district; and (4) a teacher evaluation program. School observations and interviews with teachers, administrators, and students were conducted during the 1988-89 school year. Teacher responses indicate that the loss of freedom, decreased opportunity for creativity, and need to test frequently or cover large amounts of material left many teachers feeling dissatisfied, frustrated, and pressured. The teachers' use and preparation of the new curriculum is described, and the increased separation of teachers from the knowledge selection, organization, and implementation is explored along with changes in both the role of teachers and the skills required of them. (21 references) (CLA)
Descriptors: Academic Standards, Curriculum Development, Curriculum Guides, Curriculum Problems, Educational Assessment, Educational Change, Educational Objectives, Educational Practices, Educational Testing, Educational Trends, Elementary Education, Elementary School Curriculum, Ethnography, Student Evaluation, Teacher Attitudes, Teacher Morale, Teacher Responsibility, Teaching Conditions
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Policymakers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).