Dissertation/Thesis Abstract

Teaching: Going Beyond the Script
by Johnson, Megdalyn, M.Ed., Minot State University, 2019, 64; 22620757
Abstract (Summary)

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.

Indexing (document details)
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
Subjects: Education, Curriculum development
Keywords: Classroom, Education, Elementary, Eisner, Elliot, Scripted curriculum, Teacher
Publication Number: 22620757
ISBN: 9781085753760
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