NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED397535
Record Type: Non-Journal
Publication Date: 1996-Oct
Pages: 112
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-16-048865-6
ISSN: N/A
Study of Curriculum Reform. [Volume I: Findings and Conclusions.] Studies of Education Reform.
Anderson, Ronald D.
Significant curricular change extends into most other facets of schooling, including teaching, learning, and the school culture. This document reports findings of the Curriculum Reform Project, which conducted case studies of educational reforms in nine middle and senior high schools across the United States; prepared a cross-site analysis of the cases; and identified implications for policy, practice, and research. The focus of this 4-year research project has been curriculum reform, with specific attention to the three areas of science education, mathematics education, and high order thinking across the disciplines. The literature review found that proponents of higher order thinking favor the constructivist learning approach, which requires students to be active builders of their own knowledge and which requires a change in teaching strategies and teachers' roles. The cross-site analysis examined the nature of the curricular reforms, barriers to reforms, and essentials for attaining reform. The technical, political, and cultural dimensions of curricular reform efforts were examined. one conclusion is that reform is ongoing and requires a sufficient length of time. It also requires the provision of time for teachers, changed values and beliefs about the goals of instruction and means for fostering them, collaborative teacher learning, parent learning, new student roles and work, and a systemic view of reform. (Contains 177 references.) (LMI)
U.S. Government Printing Office, Superintendent of Documents; Mail Stop: SSOP, Washington, DC 20402-9328.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Colorado Univ., Boulder.