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Science teacher beliefs and their influence on curriculum implementation: Two case studies by Linda L. Cronin-Jones is a Social Sciences article available to read on EtoBox.

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The influence of teacher beliefs on curriculum implementation was explored in two different contexts. Two middle-level teachers implemented a 20-lesson curriculum package in the presence of participant observers. Data sources included field notes and interview transcripts. The data were reviewed daily and tentative assertions were developed. Assertions and their accompanying evidence were examined weekly for recurring patterns. Case studies of the belief structures of each teacher were then prepared. In both cases, four major categories of beliefs appeared to influence cumculum implementation. These included beliefs about how students leam, a teacher's role in the classroom, the ability levels of students in a particular age group, and the relative importance of content topics. Both teachers believed that the most important student outcome is factual knowledge, that middle-grade students learn through repeated drill and practice, and that middle school students require a great deal of direction. The teachers' beliefs differed in other areas, including beliefs about a teacher's role in the classroom and beliefs regarding the curriculum and its content topics. Although certain compon

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Author

Linda L. Cronin-Jones

Publisher

John Wiley and Sons; Wiley (John Wiley & Sons); John Wiley & Sons Inc.; Wiley (ISSN 0022-4308)

Published

1991

Language

EN

ISBN

9783660280302

Field

Social Sciences