Date of Award
Spring 3-2011
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Dr. Arthur G. Streb
Second Advisor
Dr. Sherrie Wisdom
Third Advisor
Dr. Beth Kania-Gosche
Abstract
This investigation examined the transition from a spiral science curriculum to a field-focus science curriculum in middle school. A spiral science curriculum focuses on a small part of each field of science during each middle school year, more of a general science concept. In contast to that, the base of a field-focus curriculum is that each grade level focuses on a specific field of science, more of a high school like concept. The literature reviewed provides a history of science education, the steps of the change process, and the importance of professional development. The literature review provided a basis for determining trends in the science education. The researcher collected a variety of data to understand the process that districts move through to transition to a field-focus science curriculum. Interviews provided information concerning the transition process of three Midwestern school districts that have arranged their curriculum into a field-focus alignment. Teacher surveys of one district supplied the perceptions of the professional development involved during the transition process. The researcher also examined school district student achievement data in the area of science. Suggestions made through this investigation focused on the Eight Steps to a Successful Change when implementing a field-focus science curriculum alignment. Following the suggested steps will help a transition go smoother.
Recommended Citation
Alwardt, Randi Kay, "Investigating the Transition Process When Moving From a Spiral Curriculum Alignment Into a Field-Focus Science Curriculum Alignment in Middle School" (2011). Dissertations. 566.
https://digitalcommons.lindenwood.edu/dissertations/566
Rights
Copyright 2011