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Is alignment enough? Investigating the effects of state policies and professional development on science curriculum implementation
Author(s) -
Penuel William,
Fishman Barry J.,
Gallagher Lawrence P.,
Korbak Christine,
LopezPrado Bladimir
Publication year - 2009
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.20321
Subject(s) - curriculum , mathematics education , perception , state (computer science) , curriculum development , political science , pedagogy , computer science , psychology , algorithm , neuroscience
Abstract Implementation of science curriculum materials has been a fundamental challenge in science education for decades. Policy researchers have argued that alignment of standards, curriculum, and assessment are the key to supporting implementation. This paper focuses on teachers' perceptions of curricular alignment and on curriculum implementation using empirical data from a statewide systemic inquiry science reform effort targeting students from kindergarten to eighth grade. We find that the success of alignment policies depends on teachers' construal of the relationship between standards and curriculum materials and on allocation of time for planning at the school level. © 2008 Wiley Periodicals, Inc. Sci Ed 93: 656–677, 2009