Implementing and sustaining science curriculum reform

A study of leadership practices among teachers within a high school science department

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

Research output: Contribution to journalArticleResearchpeer-review

13 Citations (Scopus)

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

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leadership
curriculum
reform
teacher
science
school
artifact
equity
staff
responsibility
education

Keywords

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

Cite this

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Implementing and sustaining science curriculum reform : A study of leadership practices among teachers within a high school science department. / Larkin, Douglas; Seyforth, Scott C.; Lasky, Holly J.

In: Journal of Research in Science Teaching, Vol. 46, No. 7, 01.09.2009, p. 813-835.

Research output: Contribution to journalArticleResearchpeer-review

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