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* GLOBE (dutch)



A worldwide community of students, teachers, scientists, and citizens working together to better understand, sustain, and improve Earth's environment at local, regional, and global scales.


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.

  • study findings suggest some limits to topdown efforts to promote curriculum implementation
  • designing for local adaptation (squire, 2003)
  • SimCalc 'stick and spread' study
  • building school-based professional curricula focused on diagnostic assessment systems integrated into instructional materials


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