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The experiences of high school teach...

Harris, Margaret.

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The experiences of high school teachers in Massachusetts with the History and Social Science Curriculum framework.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The experiences of high school teachers in Massachusetts with the History and Social Science Curriculum framework./
作者:	Harris, Margaret.
面頁冊數:	685 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3581.
Contained By:	Dissertation Abstracts International64-10A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3110500

The experiences of high school teachers in Massachusetts with the History and Social Science Curriculum framework.
Harris, Margaret.

The experiences of high school teachers in Massachusetts with the History and Social Science Curriculum framework. - 685 p.

Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3581.

Thesis (Ed.D.)--University of Massachusetts Amherst, 2003.

In response to the current educational reform movement that has ensued as a result of the publication of A Nation at Risk (1983), the Massachusetts legislature passed the Educational Reform Act in 1993. From this Act, an educational reform plan was developed for all public schools, and curriculum frameworks were written for the major academic areas. The frameworks recommend what should be taught, and they encourage teachers to align their curriculum with the frameworks.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

The experiences of high school teachers in Massachusetts with the History and Social Science Curriculum framework.
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245 1 4 $a The experiences of high school teachers in Massachusetts with the History and Social Science Curriculum framework.
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500 $a Source: Dissertation Abstracts International, Volume: 64-10, Section: A, page: 3581.
500 $a Director: Sonia Nieto.
502 $a Thesis (Ed.D.)--University of Massachusetts Amherst, 2003.
520 $a In response to the current educational reform movement that has ensued as a result of the publication of A Nation at Risk (1983), the Massachusetts legislature passed the Educational Reform Act in 1993. From this Act, an educational reform plan was developed for all public schools, and curriculum frameworks were written for the major academic areas. The frameworks recommend what should be taught, and they encourage teachers to align their curriculum with the frameworks.
520 $a This dissertation describes a qualitative study based on in-depth interviews with 15 teachers throughout the state of Massachusetts, from the fall of 1999 through the fall of 2001. The study investigated the experiences these teachers had with the Massachusetts History and Social Science Curriculum framework . The teachers who were interviewed represent a cross-section of teachers diverse in geographic location, number of years teaching, gender, ethnicity, and experience with curriculum development. The extensive responses to the interviews were analyzed in light of the research questions in this study. Through the literature review, documents, and the interviews, I was able to analyze teachers' experiences working specifically with the history and social science framework, and to assess the impact that the framework was having on their teaching, curriculum development, and student learning.
520 $a This analysis revealed consistent patterns and themes. These included teachers' common school experiences of not having an organized school curriculum prior to the framework; their perception of the lack of multiculturalism in the framework; and their concerns about the exclusion of teachers from the framework process.
520 $a The information analyzed from the interviews can be used to guide school systems in the development of educational policies, as well as in the creation of curriculum. This study has the potential to assist those interested in both professional development and teacher education.
590 $a School code: 0118.
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650 4 $a Education, Teacher Training. $3 783747
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