Teacher and school characteristics and their influence on curriculum implementation

Abstract

Reform-based curriculum materials have been suggested as a mechanism to make inquirybased instruction more prevalent in secondary science classrooms, specifically when accompanied by comprehensive professional development (Loucks-Horsley, Hewson, Love, & Stiles, 1998;Powell & Anderson, 2002). This research examines the implementation of a reform-based high school chemistry curriculum in a large, urban school district. We explicitly consider the role of the teachers' knowledge and beliefs in their implementation of the reform-based chemistry curriculum, as well as school level factors. Qualitative and quantitative data were collected in the form of beliefs interviews and classroom observations from 27 high school chemistry teachers. Analysis of the data revealed that implementation of the curriculum was strongly influenced by the teachers' beliefs about teaching and learning, and the presence of a supportive network at their school sites. ß

La reforma de la formación inicial del profesorado de ciencias de secundaria: propuesta de un diseño del currículo basado en competencias

“…En ambos casos se puede llegar a enunciar líneas de actuación que pasan por la superación de un modelo en el que el conocimiento científico adquirido en la licenciatura -creencias del profesorado- (Roehrig, Kruse y Kern, 2007) resulta claramente insuficiente para tomar decisiones sobre qué enseñar y cómo hacerlo (Valcárcel y Sánchez, 2000), pues la ausencia de formación didáctica repercute negativamente en el propio conocimiento del contenido (Mellado y González, 2000) y en la forma de enseñar posterior más que cualquier capacitación didáctica (Porlán, Rivero y Martín, 1998). Los distintos modelos que han surgido en los últimos años consideran especialmente la influencia de este componente.…”

EFL Teachers’ Beliefs toward Using Computer Technology in English Language Teaching

“…In a study by Haney, Lumpe, Czerniak, and Egan (2002), teacher beliefs were found to predict subsequent classroom action for five of the six teachers observed. In general, teachers with more traditional beliefs will implement more traditional or "low-level" technology uses, whereas teachers with more constructivist beliefs will implement more student-centred or "high-level" technology uses (Judson, 2006;Roehrig et al, 2007). Hermans and his colleagues noted "traditional beliefs had a negative impact on integrated use of computers" (p. 1499).…”

Investigating the Effects of Cognitive Apprenticeship-Based Instructional Coaching on Science Teaching Efficacy Beliefs

“…The inservice teachers' reasons for not using the new curriculum supported the conclusion of Roehrig, Kruse, and Kern (2007), that even though many science curriculum documents are meant to be inquiry-based, the same does not translate into practice because teachers lack understanding about inquiry and inquiry-based curricula. Therefore, the perceived positive influence of the CAIC on the teachers' abilities echoed critical sentiments by Davis (2002), that curriculum change should be gradual and systematic if it is to truly influence teachers' classroom practice.…”

“…Recent studies by Roehrig, Kruse, and Kern (2007) revealed that "despite the central role of science as inquiry in science education reform documents, there is little evidence that teaching in K-12 classrooms is, in fact, centered around inquiry (p. 884). At the elementary levels, some studies reported that "even when using inquiry-based science curriculum materials, elementary teachers may not always effectively engage students in science as inquiry" (Forbes & Davis, 2010, p. 820).…”

“…According to Davis (2002), "those advocating change should acknowledge that teacher learning is a gradual process-which we know learning is-instead of the learning on the spot, which seems to be the picture of an allat-once comprehensive curriculum change" (p. 23). Intensive one-on-one professional development over an extended period of time may be necessary for some teachers to confront their beliefs and embrace new reform-based curriculum being introduced (Roehrig et al, 2007).…”