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ERIC Number: EJ843439
Record Type: Journal
Publication Date: 2006-May-2
Pages: 24
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-1207-7798
"I Want to Enable Teachers in Their Change": Exploring the Role of a Superintendent on Science Curriculum Delivery
Lewthwaite, Brian
Canadian Journal of Educational Administration and Policy, n52 p1-24 May 2006
This research inquiry explored the factors influencing successful science program delivery among early- and middle-years schools within a rural school division in central Canada. The study is framed by the author's personal inquiry into how psycho-social factors at the classroom, school and school division level influence science program delivery. In line with case study methodology, the inquiry uses a variety of qualitative and quantitative methods and data sources to identify the contributors at the classroom, school and divisional level to science delivery. A validated science program delivery evaluation tool, the Science Curriculum Implementation Questionnaire (SCIQ), is used as the foundation for the quantitative data collection and ensuing teacher, administration and science education community discussions. Bronfenbrenner's bio-ecological model and Rutter's views on resiliency are used as a framework for interpreting the data collected and understanding the factors supporting successful science delivery. Participants identify a variety of personal attribute and environmental factors and the interplay between these factors as supportive factors contributing to effective science delivery at the classroom, school and divisional level. Implications of this inquiry are discussed, especially within the context of the role of the superintendent in influencing curriculum delivery. (Contains 2 tables and 3 figures.)
Faculty of Education, University of Manitoba. Winnipeg, MB R3T 2N2, Canada. Tel: 204-474-9004; Fax: 204-474-7564; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Audience: Teachers; Administrators
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada