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Teacher collaboration and curriculum...

Esterle, Rochelle Eda Penn.

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Teacher collaboration and curriculum construction: Political, cultural, and structural contexts.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher collaboration and curriculum construction: Political, cultural, and structural contexts./
作者:	Esterle, Rochelle Eda Penn.
面頁冊數:	204 p.
附註:	Source: Dissertation Abstracts International, Volume: 58-08, Section: A, page: 2983.
Contained By:	Dissertation Abstracts International58-08A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9803538
ISBN:	0591532093

Teacher collaboration and curriculum construction: Political, cultural, and structural contexts.
Esterle, Rochelle Eda Penn.

Teacher collaboration and curriculum construction: Political, cultural, and structural contexts. - 204 p.

Source: Dissertation Abstracts International, Volume: 58-08, Section: A, page: 2983.

Thesis (Ph.D.)--University of California, Los Angeles, 1997.

This longitudinal case study is the story of one high school's efforts to implement curriculum reform and the profound effect of local circumstances on reform ideologies. What began as a study of inter- and intradisciplinary collaborative science curriculum integration became the study of a systemic failure to modify cultural practices. Poritical, economic, and structural measures initiated to facilitate reform ultimately represent inherent conflicts of interest which undermine the reform effort. This research exposes obstacles that are deeply embedded within the school's governance, the beliefs and knowledge of teachers, and the culture of schools.

ISBN: 0591532093Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Teacher collaboration and curriculum construction: Political, cultural, and structural contexts.
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500 $a Source: Dissertation Abstracts International, Volume: 58-08, Section: A, page: 2983.
500 $a Chair: Kris Gutierrez.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 1997.
520 $a This longitudinal case study is the story of one high school's efforts to implement curriculum reform and the profound effect of local circumstances on reform ideologies. What began as a study of inter- and intradisciplinary collaborative science curriculum integration became the study of a systemic failure to modify cultural practices. Poritical, economic, and structural measures initiated to facilitate reform ultimately represent inherent conflicts of interest which undermine the reform effort. This research exposes obstacles that are deeply embedded within the school's governance, the beliefs and knowledge of teachers, and the culture of schools.
520 $a The study site is both a new entity and a new concept: a specialized math/science high school located on a state university campus; the school recruits underrepresented students to become acclimated to university coursework and culture. To date, the school has maintained an exceptional record of college and university placements. The school is governed by a partnership representing the university, the corporate sector, and 11 surrounding K-12 school districts. Free from the regularities of a traditional high school, the school appears to be ideally situated for innovation.
520 $a The principle innovations at this school relate to its organizational structure--heterogeneous student groupings, cooperative group work, curriculum integration, block scheduling, and concurrent university coursework. For teachers, grade level teams replace departments as the dominant unit for professional, curricular, and social interactions. Within teacher teams, collaboration centers around ongoing student problems and policies, subordinating academic content and significant interdisciplinary connections. Without active discipline-based departments and curricular leadership, however, this research finds an absence of academic direction and accountability.
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