ERIC Number: ED437335
Record Type: RIE
Publication Date: 1999-Nov
The Teacher Curriculum Encounter: The Impact of Structures, Roles, and Beliefs on the Implementation of a New American History Social Studies Curriculum.
Silva, Diane Yendol
This study describes three cases which illustrate the experiences of three teams of elementary teachers engaged in implementing a new district-developed U.S. History unit. This district-created unit was written by a small group of teachers under the supervision of a district curriculum specialist. Each of the three teams studied varied in their involvement in writing the unit and their familiarity with teaching the unit. Interview and document data were analyzed both within and across cases resulting in the three findings that make sense of the teams' curriculum encounters. These teams' encounters with the curriculum were impacted by: (1) the congruency between the teachers' perceived role in implementing the new curriculum and their actual role as curriculum implementors; (2) the congruency between the new curriculum and their collective beliefs about how children learn; and (3) the level of frustration experienced by these teacher teams as structures were imposed to orchestrate fidelity in implementation. These cases describe the encounter each team had with the new curriculum and offer assertions that focus on the micro-politics of grade-level teams, suggestions for curriculum leaders, and the role of teacher personal practical knowledge in the curriculum implementation process. (Contains a table of data and 23 references.) (Author/BT)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the National Council for the Social Studies (79th, Orlando, FL, November 19-21, 1999).