ERIC Number: ED446923
Record Type: Non-Journal
Publication Date: 1999-Mar
Reference Count: N/A
Science Curriculum Development as Teacher Development: A Descriptive Study of Urban School Change.
Keiffer-Barone, Susan; McCollum, Terry; Rowe, John; Blackwell, Barbara
The purpose of this study was to describe the curriculum development process in a large mid-western urban school district as it was perceived by the teachers involved in this project over a four year period. This study was conducted using qualitative methods, particularly participant observation, semi-structured interviews and written surveys. Three significant patterns emerged. First, teachers perceived curriculum primarily as content, but also as pedagogy. They stressed not only what should be taught but how content should be manipulated in science. Second, teachers described the process of curriculum development as emergent, and never complete. Third, teachers conceptualized the success of the project not only in terms of a written document, but in terms of the personal and staff development inherent in the collaborative, reflective nature of the process as they created and experienced it. (Contains 11 references.) (Author)
Descriptors: Academic Achievement, Curriculum Development, Elementary Secondary Education, Instruction, Minority Groups, Professional Development, Science Teachers, Urban Schools
For full text: http://www.narst.org.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A