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ERIC Number: ED517152
Record Type: Non-Journal
Publication Date: 2010
Pages: 163
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1097-3103-3
ISSN: N/A
Teachers Guide Curriculum Reform
Gretka, Kristen L.
ProQuest LLC, Ed.D. Dissertation, Walden University
The duties teachers are expected to implement continue to increase. Many times teachers are responsible for instructing students and creating curriculum. With the duties multiplying, teachers' frustrations intensify. The purpose of the project was to explore the teachers' feelings about the district's current language arts curriculum, and identify more specifically what worked and what needed improvement. The philosophies of balanced literacy and integrated language arts were researched to develop the project's theoretical framework. The research questions focused on the teachers' feelings about their current language arts program, ideas for future reform, and language arts philosophies for optimal student learning. A qualitative research design was utilized in this outcome-based evaluation. Seven individual interviews, a focus group interview, and document analysis was used to gather data. The data analysis consisted of organizing themes, coding, and recording the frequency of comments. The key finding from the interviews was that the teachers wanted the district to provide a more complete curriculum, including a scope and sequence, resources, and professional development. The district's curriculum documents revealed alignment between the district and state expectations. Although the district's documents showed alignment, the teachers felt the curriculum was incomplete. The recommendations were that the teachers and principal needed to communicate the strengths and frustrations they had with their current program, and together plan for future reform. The social change of teachers and administrators working together with student learning as their focus will hopefully impact instruction and student achievement with change that will reach beyond the building's walls. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A