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ERIC Number: ED422606
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 27
Abstractor: N/A
Reference Count: N/A
Implementing Curriculum Change: Lessons from the Field.
Freidus, Helen; Grose, Claudia
This paper explores the ways in which the process of assuming the role of professional developer, who assists teachers in changing their teaching methods, is in itself a change process: the role is complex; it takes time; it is affected by context; and it involves the shaping and reshaping of the personal and professional lives of those involved. The study looks at the experiences and concerns of the change agent (the professional developer) and the ways in which the change agent's comfort and skill in implementing inquiry-oriented teaching in a variety of settings has implications for the success of the change process itself. This study's findings come from data collected during Year 1 of a 3-year project to study the implementation of First Steps, a developmentally sequenced approach to literacy instruction in a New England urban school district. The research was designed to look systematically at the interplay of school culture, teacher beliefs, professional development opportunities, instructional practice, and the impact of these factors on student literacy achievement. Its objectives include describing the professional development model for First Steps, analyzing the ways in which that model has been implemented, and studying the ways in which school and district organizational and support structures affect the needs and concerns of professional developers. The results indicate that educational change and outcomes are directly related to context. (RJM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A