This case study documents the curriculum building and delivery of the content of a graduate level course (K548, Families, School, and the Society) offered at Indiana University and examines the impact on teachers of a curriculum specifically designed to prepare them for effective family-professional partnerships.
Based on a preliminary study conducted in 2003, this course (K548) was restructured. This dissertation study was conducted to evaluate the impact of this restructuring on the effectiveness of the course. Data collected from field notes, interviews, and course artifacts were analyzed using constant comparative methods to analyze the impact the curriculum had on teacher learning and professional identity development in terms of partnering with families.
This dissertation study documented that the course studied had a reasonable structure because it was effective in achieving its overall goals of preparing teachers to partner with families. Overall, it could be concluded that the comprehensive course curriculum with Family Systems Theory component as a solid conceptual framework, provided the much needed direction in teacher preparation and the solid information base that could be used by others in the search for improvement of similar programs. The study facilitated the emergence of a conceptual framework related to knowledge, skills, and attitudes essential for the preparation of teachers in partnering with families. Finally, the study made recommendations for future practice and pointed out the issues to be resolved in future research.
|Commitee:||Anderson, Sheri, Butera, Gretchen, Mason, Terrance|
|Department:||School of Education|
|School Location:||United States -- Indiana|
|Source:||DAI-A 69/11, Dissertation Abstracts International|
|Subjects:||Special education, Teacher education, Individual & family studies, Curriculum development|
|Keywords:||Curriculum, Family-professional partnerships, Professionals, Special education, Teacher training|
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