Open AccessAll Hands on Deck in Curriculum and Instructional Processes
Author(s) -
Gena Diane Lewis,
Kathleen F Liace,
Patricia A. Braun
Publication year - 2019
Publication title -
world journal of education
Language(s) - English
Resource type - Journals
eISSN - 1925-0754
pISSN - 1925-0746
DOI - 10.5430/wje.v9n5p83
Subject(s) - curriculum , clarity , mathematics education , process (computing) , curriculum mapping , curriculum development , understanding by design , space (punctuation) , perception , emergent curriculum , pedagogy , computer science , psychology , biochemistry , chemistry , neuroscience , operating system
Teachers present their perceptions when designing and mapping curriculum to implement standards-based instruction and assessment. It appears that teachers are willing but not always able to make curriculum and instructional decisions. Participation of teachers varies from district to district. When curriculum is given to teachers as part of their district curriculum team or committee efforts, all are not part of the process. Teachers are not given a space to deeply engage and create clarity of the content within the curriculum. Teachers are not provided the time, guidance, platform or power to gather the necessary information and make the necessary decisions. No wonder there are misguided practices when it comes to curriculum and instruction. The data collected from our study led the research team to create a model for the process of designing and implementing standards-based instruction and assessment.