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The mediating role of coherence in curriculum implementation

Published: 24 June 2008 Publication History

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.

References

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Fuhrman, S. H. (1993a). Designing coherent educational policy: Improving the system. San Francisco, CA: Jossey-Bass.
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Fuhrman, S. H. (1993b). The politics of coherence. In S. H. Fuhrman (Ed.), Designing coherent educational policy: Improving the system (pp. 1-34). San Francisco, CA: Jossey-Bass.
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  • (2009)Co-designing curricula to promote collaborative knowledge construction in secondary school scienceProceedings of the 9th international conference on Computer supported collaborative learning - Volume 110.5555/1600053.1600084(204-213)Online publication date: 8-Jun-2009

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cover image DL Hosted proceedings
ICLS'08: Proceedings of the 8th international conference on International conference for the learning sciences - Volume 2
June 2008
523 pages

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International Society of the Learning Sciences

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Published: 24 June 2008

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  • (2009)Co-designing curricula to promote collaborative knowledge construction in secondary school scienceProceedings of the 9th international conference on Computer supported collaborative learning - Volume 110.5555/1600053.1600084(204-213)Online publication date: 8-Jun-2009

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