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 contrast 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.
|Advisor:||Streb, Arthur G.|
|Commitee:||Kania-Goshe, Beth, Wisdom, Sherrie|
|School Location:||United States -- Missouri|
|Source:||DAI-A 72/06, Dissertation Abstracts International|
|Subjects:||Middle School education, Science education|
|Keywords:||Curriculum, Field-focus curriculum, Professional development, Science, Spiral curriculum|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be