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Title: The Mediating Role of Coherence in Curriculum Implementation
Authors: Penuel, William
Fishman, Barry J.
Gallagher, Lawrence P.
Korbak, Christine
Lopez-Prado, Bladimir
Issue Date: Jun-2008
Publisher: International Society of the Learning Sciences, Inc.
Citation: Penuel, W., Fishman, B. J., Gallagher, L. P., Korbak, C., & Lopez-Prado, B. (2008). The Mediating Role of Coherence in Curriculum Implementation. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volumes 2 (pp. 180-187). Utrecht, The Netherlands: International Society of the Learning Sciences.
Abstract: Implementation of inquiry-based curriculum materials has been a challenge in science education. Recent research points to the importance of coherence in professional development as a means to improving implementation. Policy researchers have defined coherence in terms of alignment of standards, curriculum, and assessment is key to supporting implementation, while teacher learning researchers have analyzed coherence as an aspect of teachers' perception influenced by features of their professional development. This paper presents an expanded model of coherence that focuses on teachers' perception of alignment of curriculum materials that are the focus of professional development and on the fit of the materials to their local school context. Using empirical data from a state-wide systemic inquiry science reform effort targeting students from kindergarten to eighth grade, we describe how these two factors influenced teachers' global perceptions of the coherence of their professional development activities and subsequent implementation of curriculum materials.
Appears in Collections:ICLS 2008

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