Surviving the Implementation of a New Science Curriculum

Autor/inn/en	Lowe, Beverly; Appleton, Ken
Titel	Surviving the Implementation of a New Science Curriculum
Quelle	In: Research in Science Education, 45 (2015) 6, S.841-866 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-014-9445-7
Schlagwörter	Foreign Countries; Science Curriculum; National Curriculum; Curriculum Implementation; Science Teachers; Educational Practices; Teacher Surveys; Observation; Interviews; Teacher Attitudes; Case Studies; Australia + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Beobachtung; Interviewing; Interviewtechnik; Lehrerverhalten; Case study; Fallstudie; Case Study; Australien
Abstract	Queensland schools are currently teaching with the first National Curriculum for Australia. This new curriculum was one of a number of political responses to address the recurring low scores in literacy, mathematics, and science that continue to hold Australia in poor international rankings. Teachers have spent 2 years getting to know the new science curriculum through meetings, training, and exploring the new Australian curriculum documents. This article examines the support and preparation for implementation provided in two regional schools, with a closer look at six specific teachers and their science teaching practices as they attempted to implement the new science curriculum. The use of a survey, field observations, and interviews revealed the schools' preparation practices and the teachers' practices, including the support provided to implement the new science curriculum. A description and analysis of school support and preparation as well as teachers' views of their experiences implementing the new science curriculum reveal both achievements and shortcomings. Problematic issues for the two schools and teachers include time to read and comprehend the curriculum documents and content expectations as well as time to train and change the current processes effectively. The case teachers' experiences reveal implications for the successful and effective implementation of new curriculum and curriculum reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01