Project Gutenberg is one of the largest sources for free books on the web, with over 30,000 downloadable free books available in a wide variety of formats. The purpose of the embedded multiple case study was to gain an in-depth understanding of the challenges and innovations related to standards implementation from the perspective of school-based professionals as they pertained to our Center’s key focus areas. Several leaders and teachers speculated that their district’s decision to provide new standards-aligned curriculum before teachers developed a strong pedagogical foundation for standards-based instruction handicapped teachers’ development to analyze gaps between the curriculum and the standards. Log in or sign up to add this lesson to a Custom Course. As Standholtz et al. Because curriculum representatives who are traditionally in the position of providing PD to teachers do not have the authority to help shape the coherence of this messaging, educational leaders need to proactively craft this coherent messaging for their teachers (Penuel et al., 2007; Porter at al., 2015). While this technical knowledge helps to support teachers’ enacted curriculum, it is equally important to proactively address the adaptive issue of learning how to help teachers bridge critical gaps between the expectations of the intended curriculum (i.e., espoused values) and the expectations in the district’s written curriculum (i.e., actualized values), which is not always aligned to the standards (Polikoff, 2015). It is a policy and technical agreement with the people as it consists of the expectations of the society (IBE, 2013). Using this matrix, we analyzed patterns within and across each adaptive domain. Limited funding capacities 2. What Can You Do With a Master's in Sports Psychology? Even though district administrators believed that the messaging was, “Here are our grade level expectations, here are the resources, but if you want to use other resources, make sure those are best for your kids and you,” this messaging had become convoluted across the six schools in the study. A nondiscussable that emerges throughout curriculum implementation processes is deficit-oriented beliefs about students, typically impoverished students of color, English learners (ELs), and/or special education students (Singleton, 2014; Valencia, 2010). CHALLENGES TO CURRICULUM IMPLEMENTATION: REDUCING THE GAP BETWEEN THE ASPIRED AND ITS IMPLEMENTATION THROUGH CHANGE MANAGEMENT NG SOO BOON, PHD CURRICULUM DEVELOPMENT DIVISION [email protected]-between-the-aspired-and-its-implementation-through-change-management Abstract The development of school curriculum in many countries is still very centralized. These included lack of resources, inadequate training and heavy workloads. It was like, “Oh, my god.” It was surprising. . . Thus, our conversations with leaders and teachers mostly focused on training on the technical resources (i.e., materials and PD) themselves, with a nascent focus on adaptive approaches to cultivating the professional skills that teachers needed to effectively (or selectively) utilize the curriculum. challenges and problems that educators encounter during the implementation process and how these challenges and problems are overcome” (Shilling, 2013; p.21). For example, Chingos and Whitehurst (2012) argue that designing high-quality instructional materials is easy, quick, and inexpensive; changing instructional practice, however, requires far more than getting high-quality materials in the hands of teachers. The presence of these adaptations may in turn foster the development of an adaptive curriculum culture, where stakeholders are encouraged to experiment with new strategies that may strengthen teachers’ implementation and differentiation of the curriculum. Deficit beliefs about students’ learning capabilities have indeed been shown to mediate the implementation of district curricula (Harris, 2012). Given our qualitative design and the small number of districts in our sample, we are unable to draw causal links among leadership activities, teachers’ instruction, and student learning. Atoll Education Centre in relation to learning resources, professional development workload of teachers and support from management. In this study, we analyze case studies of four districts where new English Language Arts and math curricula were recently adopted to help align teachers’ practice with their state’s English Language Arts and math standards. He and some colleagues come together to learn more about curriculum implementation, or what it means to put a curriculum into practice. ORCID iDsKatie Pak, Erica Saldívar García The first adaptive challenge feature reflects the difficulties that occur when there is a gap between values that are espoused by an organization and values that dictate the realities within that organization. What are all the little pieces that lead up to that?” As summarized by one Palisades principal. For the past several decades, proponents of standards-based reform (SBR) have argued that with the proper implementation of rigorous academic standards, aligned curriculum, and accountability measures, teacher practice will become more rigorous and student achievement will rise (Clune, 2001; Ogawa et al., 2003). (. When district and school leaders first noticed that teachers were too rigid in following the curriculum page by page, they asked the coaches to work with teachers on identifying the priority standards for each grade level and content area. Keep in careful touch with families about your curricular work, and try not to let common challenges and pitfalls get in your way! When teachers were asked to reflect on how they made the curriculum more engaging for students given these challenges, particularly for students of color who might be more engaged in culturally relevant curriculum, some of the responses indicated problematic beliefs either about what constitutes cultural responsiveness or about fixed student ability levels. Sharing links are not available for this article. How well aligned are textbooks to the Common Core Standards in mathematics? Teachers’ understanding, their training background, and lack of guidance and large class size are factors which make it difficult for teachers to implement curriculum (Fullan, 1991) . Our analyses of the data revealed four types of adaptive curriculum challenges that emerged when leaders approached curriculum implementation in technical ways. Unavailability of school facilities 3. It is a policy and technical agreement with the people as it consists of the expectations of the society (IBE, 2013). Quality... 3. It is a policy and technical agreement with the people as it consists of the expectations of the society (IBE, 2013). Several limitations of our study should be noted. Members of _ can log in with their society credentials below, Katie Pak, Morgan S. Polikoff, Laura M. Desimone, and Erica Saldívar García, article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (. . The major barriers to effective curriculum implementation were human, physical, material and financial resources. Curriculum is typically conceptualized in three distinct ways (see Kurz et al., 2010), as it moves closer to the classroom. While there were teachers across all districts who appreciated the rigor of the provided curriculum for exposing them to the demands of the standards, there were also teachers who expressed that their students did not have the “prerequisite skills, prior knowledge, or background experience to keep up with the pacing” in the curricula (teacher interview, Orrington).

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