Implementing and sustaining science curriculum reform: A study of leadership practices among teachers within a high school science department

Douglas B. Larkin, Scott C. Seyforth, Holly J. Lasky

Research output: Contribution to journalArticle

17 Scopus citations

Abstract

This study presents a description and analysis of a ninth-grade integrated science curriculum developed and implemented by teachers within a high school science department and subsequently sustained for over 25 years. The Integrated Science Program (ISP) at Lakeside Southwest High School depicted here offers a unique example of longitudinal science education reform. In this study, we examined ISP as an artifact of teacher leadership. Findings affirmed the importance of shared philosophical purpose among teachers, attention to public perceptions, staff stability, the distribution of responsibilities, and instructional coherence. This study also demonstrated how curricular reforms might change over time in response to contextual pressures as was the case with the equity challenges faced by the current teachers of ISP.

Original languageEnglish
Pages (from-to)813-835
Number of pages23
JournalJournal of Research in Science Teaching
Volume46
Issue number7
DOIs
StatePublished - 1 Sep 2009

Keywords

  • Curriculum development
  • Educational change
  • Integrated curriculum
  • Science departments
  • Secondary school curriculum
  • Secondary school science

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