A study of the concerns of teachers, the degree of implementation, and the interventions used in regard to the Texas State Board of Education Rules for Curriculum in Elementary Science /
| Main Author: | |
|---|---|
| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1989.
|
| Subjects: | |
| Online Access: | Link to OAKTrust copy |
| Abstract: | In response to a growing national concern about science education and the ensuing goals and broad plans for action that pressed commitment to hands-on, elementary science instruction, Texas mandated a state-wide reform effort. These rules for curriculum stressed a uniform elementary (K-6) science program with a balance of content and activity; a balance of the life, earth, and physical sciences; and a uniform curriculum known as the essential elements. Knowledge of the concerns of Texas elementary teachers about the science curriculum implementation four years after its initiation would be helpful in assessing the current status of implementation and in pursuing further implementation of this mandate for elementary science. The purpose of this study was to determine the current status of implementation. Data were collected regarding the concerns of teachers, the extent to which the components of the science program were being implemented, the teachers' reports on interventions, and teacher demographics data. Previous research had indicated that the diagnostic tools of the Concerns-based Adoption Model (CBAM) would be appropriate to gather data that could help answer these questions. The CBAM Stages of Concern Questionnaire was used to gather data about teacher concerns and the Innovation Configuration checklist was developed and used to assess the extent that the components of the activity-based, process science program were being used. Intervention and demographic information was used to partition concerns and Innovation Configuration data. The results of this study indicated that teacher concerns about implementing the elementary science program showed high personal and informational concerns and low concerns in the areas that have impact on students. This, coupled with evidence that all the program components were not implemented at the ideal level, that one program component was below the acceptable level, and that teachers did not perceive themselves as having the support necessary for implementation, led to the recommendation for a state-wide effort to use the tools of the Concern-based Adoption Model to construct and improve implementation plans at both the state and school district levels. |
|---|---|
| Item Description: | Typescript (photocopy). Vita. "Major subject: Curriculum and Instruction." |
| Physical Description: | viii, 117 leaves : illustrations ; 29 cm |
| Bibliography: | Includes bibliographical references. |