ERIC Number: EJ1255725
Record Type: Journal
Publication Date: 2020
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2167-8693
EISSN: N/A
PreK-5 Teacher Views of Professional Development Integrating Common Core Language Arts with Science and Social Studies
Hubbard, Janie; Fowler, Melisa; Freeman, Lee
Journal of Educational Research and Practice, v10 n1 p1-25 2020
Three preK-6 U.S. university methods instructors-researchers (literacy, science, social studies) joined 17 Title I school teachers for collaborative lesson planning and teaching within the preK-5 school setting. Each team's goal was to create and teach interdisciplinary curriculum units using U.S. English language arts Common Core State Standards with social studies and science. A year-long instrumental case study design was used to examine (a) how teachers perceived collaborative professional development to create interdisciplinary unit plans and (b) how teachers viewed outcomes of teaching interdisciplinary units of their own design. Practice articles regarding Common Core State Standards curricula integration are plentiful; however, this study offers researched insights. Collectively, research from various locations and school cultures benefits those needing to structure realistic professional development designs.
Descriptors: Preschool Teachers, Elementary School Teachers, Faculty Development, Teacher Attitudes, Common Core State Standards, Language Arts, Social Studies, Science Instruction, Interdisciplinary Approach, Program Effectiveness, College Faculty, Lesson Plans, Cooperative Planning, Team Teaching, Teacher Collaboration, Barriers
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Early Childhood Education; Preschool Education; Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A