Implementing and Sustaining Science Curriculum Reform: A Study of Leadership Practices Among Teachers Within a High School Science Department

被引：20
|
作者：
Larkin, Douglas B. [1 ]
Seyforth, Scott C. [2 ]
Lasky, Holly J. [2 ]
机构：
[1] Univ Wisconsin, Dept Curriculum & Instruct, Madison, WI 53706 USA
[2] Univ Wisconsin, Dept Educ Policy & Leadership Anal, Madison, WI 53706 USA
来源：
JOURNAL OF RESEARCH IN SCIENCE TEACHING | 2009年 / 46卷 / 07期
关键词：
integrated curriculum; educational change; curriculum development; secondary school curriculum; secondary school science; science departments; PROFESSIONAL-DEVELOPMENT; INQUIRY; EDUCATION; VISION;
D O I：
10.1002/tea.20291
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study presents a description and analysis of a ninth-grade integrated science curriculum developed and implemented by teachers within a high school science department and subsequently sustained for over 25 years. The Integrated Science Program (ISP) at Lakeside Southwest High School depicted here offers a unique example of longitudinal science education reform. In this study, we examined ISP as an artifact of teacher leadership. Findings affirmed the importance of shared philosophical purpose among teachers, attention to public perceptions, staff stability, the distribution of responsibilities, and instructional coherence. This study also demonstrated how curricular reforms might change over time in response to contextual pressures as was the case with the equity challenges faced by the current teachers of ISP. (C) 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 813-835, 2009
引用
收藏
页码：813 / 835
页数：23
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