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Teachers across the country are now being handed scripted curriculums from big-name companies. With little information and no flexibility within their teaching, our students and teachers are beginning to face strain within the classroom. Teachers are now being mandated to teach all learners through a prescribed and predetermined curriculum that no longer meets the diverse needs of all learners. The purpose of this study is to understand the changes in the curricula and the impact it has on teachers mentally, emotionally, and their perceptions of the curriculum. I aimed to find out why the curriculum has changed and how teachers and have adapted to these changes over the years. The findings in this study were taken from observations and interviews within three elementary classrooms.
| Advisor: | Conn, Daniel |
| Commitee: | Kibler, Robert, Hultz, Chelsie |
| School: | Minot State University |
| Department: | Education |
| School Location: | United States -- North Dakota |
| Source: | MAI 81/2(E), Masters Abstracts International |
| Source Type: | DISSERTATION |
| Subjects: | Education, Curriculum development |
| Keywords: | Classroom, Education, Elementary, Eisner, Elliot, Scripted curriculum, Teacher |
| Publication Number: | 22620757 |
| ISBN: | 9781085753760 |
