Implementing reform: Teachers' beliefs about students and the curriculum

Tara Bartiromo, Eugenia Etkina

Research output: Chapter in Book/Report/Conference proceedingConference contribution

4 Scopus citations

Abstract

This paper presents findings on how consistent teachers' perceptions of their students, their own role in the classroom, and the reformed curriculum are with the actual implementation of the reformed curriculum in the classroom. This study shows that the five participating teachers were consistent with their perceptions and their actual behavior in the classroom. The teachers who were engaged in designing the curriculum demonstrated consistent reformed teaching views and behaviors. The degree to which the teachers viewed the curriculum as useful to them and their students was an indicator of how reformed their teaching was as measured by the Reformed Teaching Observation Protocol (RTOP) [1][2]. Finally, it was determined that faithful implementation of a curriculum can mean faithfully implementing the theoretical foundation of the curriculum materials during instruction instead of implementing every component or lesson of the reformed curriculum.

Original languageEnglish (US)
Title of host publication2009 Physics Education Research Conference, PER
Pages89-92
Number of pages4
DOIs
StatePublished - 2009
Event2009 Physics Education Research Conference, PER: Physics Education Research across Paradigms - Ann Arbor, MI, United States
Duration: Jul 29 2009Jul 30 2009

Publication series

NameAIP Conference Proceedings
Volume1179
ISSN (Print)0094-243X
ISSN (Electronic)1551-7616

Other

Other2009 Physics Education Research Conference, PER: Physics Education Research across Paradigms
Country/TerritoryUnited States
CityAnn Arbor, MI
Period7/29/097/30/09

All Science Journal Classification (ASJC) codes

  • Physics and Astronomy(all)

Keywords

  • Curriculum reform
  • Inquiry
  • Professional development
  • Teacher beliefs

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