ERIC Number: ED362959
Record Type: RIE
Publication Date: 1993-Apr
Principal Study Groups and Teacher Study Groups: An Interactive and Innovative Approach to Curriculum Change.
Short, Kathy G.; And Others
This paper describes the outcomes of two study groups, one for teachers and one for principals that provide an interactive and innovative approach to curriculum change. The study groups were implemented as an alternative form of professional development in the Tucson (Arizona) Unified School District when it changed from a basal reader approach to a literature-based curriculum. Data were derived from interviews with participants, field notes of meetings, and participants' written end-of-year reflections. Participants reported that the groups provided them with a means to build community, encouraged development of the theory-practice connection, helped build a knowledge base about the change process and curriculum reform, and provided an innovative context for adult learning. Teachers and principals shared six major concerns about the literature-based curriculum and curriculum reform: (1) logistical obstacles, such as time, materials, and building design; (2) obstacles of district mandates; (3) evaluations as an obstacle and driving force for reform; (4) issues of control/hierarchy and the move toward collaborative relationships; (5) integrating theory and practice; and (6) dealing with change within schools. The findings highlight the sense of isolation shared by teachers and principals, the value they placed on developing a sense of community with their peers, and their need for more time for reflection. (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).