NotesFAQContact Us
Search Tips
ERIC Number: ED421487
Record Type: Non-Journal
Publication Date: 1997-Nov
Pages: 32
Abstractor: N/A
Reference Count: N/A
Achieving Standards-Based Curriculum Alignment through Mindful Teaching.
Liebling, Cheryl Rappaport
In this paper, standards-based curriculum alignment is represented as an inquiry strategy for creating a district's coherent curriculum for kindergarten through grade 12. A coherent curriculum is one in which the district's written curriculum is externally congruent with state and/or national academic content and performance standards, and the district's actual curriculum as taught is internally congruent with its standards-based written curriculum. This paper argues that the implementation of the "how-to" process of curriculum alignment is a necessary, but insufficient, condition for substantive improvements in teaching and learning. Incorporating new perspectives on curriculum coherence, curriculum inquiry, and mindful teaching into the "how-to" steps of alignment will, however, unite the "how-to" with the "why-to." It is through standards-based curriculum alignment guided by mindful teaching that educators may overcome the barriers to school change that have, thus far, impeded achievement of higher standards for all. The paper reviews traditional approaches to curriculum alignment, and discusses new "how-to" approaches, including professional development, on-line resources, and products and tools for assuring internal and external curriculum congruence. "Why-to" approaches and an inquiry strategy for achieving standards-based curriculum alignment are also discussed. (Contains 6 figures and 44 references.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Region III Comprehensive Center, Arlington, VA.; New York Technical Assistance Center, New York, NY.
Authoring Institution: RMC Research Corp., Portsmouth, NH.