Teacher and school characteristics and their influence on curriculum implementation
Teacher and school characteristics and their influence on curriculum implementation
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教师和学校特征及其对课程实施的影响
DOI：
10.1002/tea.20180
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发表时间：
2007
影响因子：
4.6
通讯作者：
A. Kern
中科院分区：
文献类型：
--
作者：
G. Roehrig;Rebecca A. Kruse;A. Kern
以改革为基础的课程材料被认为是一种机制，可以使以探究为基础的教学在中学科学课堂中更加普遍，特别是当它伴随着全面的专业发展时（Loucks-Horsley, Hewson, Love, & Stiles, 1998; Powell & Anderson, 2002）。本研究考察了在一个大型城市学区实施基于改革的高中化学课程。我们明确考虑教师的知识和信念在实施化学课程改革中的作用，以及学校层面的因素。本研究以信念访谈和课堂观察的方式对27名高中化学教师进行定性和定量调查。对数据的分析显示，课程的实施受到教师对教学和学习的信念以及学校是否存在支持网络的强烈影响。©2007 Wiley期刊公司科学与教育学报（英文版），2007
Reform-based curriculum materials have been suggested as a mechanism to make inquiry-based instruction more prevalent in secondary science classrooms, specifically when accompanied by comprehensive professional development (Loucks-Horsley, Hewson, Love, & Stiles, 1998; Powell & Anderson, 2002). This research examines the implementation of a reform-based high school chemistry curriculum in a large, urban school district. We explicitly consider the role of the teachers' knowledge and beliefs in their implementation of the reform-based chemistry curriculum, as well as school level factors. Qualitative and quantitative data were collected in the form of beliefs interviews and classroom observations from 27 high school chemistry teachers. Analysis of the data revealed that implementation of the curriculum was strongly influenced by the teachers' beliefs about teaching and learning, and the presence of a supportive network at their school sites. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 883–907, 2007