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State curriculum policies and teache...

MacDonald, John Bertram.

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State curriculum policies and teachers' practice: The experiences of three New York social studies teachers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	State curriculum policies and teachers' practice: The experiences of three New York social studies teachers./
作者:	MacDonald, John Bertram.
面頁冊數:	298 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0385.
Contained By:	Dissertation Abstracts International64-02A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3080063

State curriculum policies and teachers' practice: The experiences of three New York social studies teachers.
MacDonald, John Bertram.

State curriculum policies and teachers' practice: The experiences of three New York social studies teachers. - 298 p.

Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0385.

Thesis (Ed.D.)--Columbia University Teachers College, 2003.

This qualitative study used thoughtful, experienced teachers to increase understanding of links between state curriculum policies and teachers' practice. Interviews with three New York State social studies teachers explored how they developed their beliefs and practices in conjunction with state curriculum initiatives. These initiatives included not only new 9th and 10th grade courses first titled Global Studies and later Global History and Geography, but also assessment policies alternatively emphasizing high stakes Regents tests and locally developed authentic assessment.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

State curriculum policies and teachers' practice: The experiences of three New York social studies teachers.
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245 1 0 $a State curriculum policies and teachers' practice: The experiences of three New York social studies teachers.
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500 $a Source: Dissertation Abstracts International, Volume: 64-02, Section: A, page: 0385.
500 $a Sponsor: Linda Darling-Hammond.
502 $a Thesis (Ed.D.)--Columbia University Teachers College, 2003.
520 $a This qualitative study used thoughtful, experienced teachers to increase understanding of links between state curriculum policies and teachers' practice. Interviews with three New York State social studies teachers explored how they developed their beliefs and practices in conjunction with state curriculum initiatives. These initiatives included not only new 9th and 10th grade courses first titled Global Studies and later Global History and Geography, but also assessment policies alternatively emphasizing high stakes Regents tests and locally developed authentic assessment.
520 $a Interviews for the three cases were conducted between 1995 and 1998. Data presentation and analysis involved creating vignettes, interpreting these, and exploring similarities and differences among the cases. Classroom observations were included to help understand teachers' views of their work.
520 $a Analysis supports four generalizations. First, because state policies require sophisticated knowledge and skills to implement as policymakers intend, the state depends heavily on the professional abilities of teachers to enact reforms. Second, teachers are gatekeepers to curriculum reforms. They generate new curriculum stability by incorporating reform parts perceived as essential. They invest in change based on their views of good practice. Investments varied with teachers' personal and educational backgrounds as well as with the capacities of local schools for change. Third, new policies frequently destabilize dynamic practices even though they are intended to end stagnant ones. Teachers' changes for one reform are made obsolete by newer reforms. Fourth, state policies that change curriculum and assessment may impede improvement of practice by discouraging teachers from developing abilities to meet diverse needs of students. Accomplished teachers are aware of these needs and adjust to them.
520 $a While state curriculum policy is important, the belief that it is the new aspects of curriculum and assessment that cause improvement is flawed. More important are teachers' abilities to incorporate the curriculum into their practice and their perceptions of the curriculum's value. Implications for policy suggest the need to continue to develop a concept of a balanced defensible practice, not only to set a standard of teaching that is good enough, but also to define good practice so that it can be protected from policy neglect, interference, or distraction.
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