Document Type
Article
Publication Date
9-1-2009
Journal / Book Title
Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching
Abstract
This study presents a description and analysis of a ninth-grade integrated science curriculum developed and implemented by teachers within a high school science department and subsequently sustained for over 25 years. The Integrated Science Program (ISP) at Lakeside Southwest High School depicted here offers a unique example of longitudinal science education reform. In this study, we examined ISP as an artifact of teacher leadership. Findings affirmed the importance of shared philosophical purpose among teachers, attention to public perceptions, staff stability, the distribution of responsibilities, and instructional coherence. This study also demonstrated how curricular reforms might change over time in response to contextual pressures as was the case with the equity challenges faced by the current teachers of ISP.
DOI
10.1002/tea.20291
MSU Digital Commons Citation
Larkin, Douglas; Seyforth, Scott C.; and Lasky, Holly J., "Implementing and Sustaining Science Curriculum Reform: A Study of Leadership Practices Among Teachers within a High School Science Department" (2009). Department of Teaching and Learning Scholarship and Creative Works. 70.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/70
Published Citation
Larkin, D. B., Seyforth, S. C., & Lasky, H. J. (2009). Implementing and sustaining science curriculum reform: A study of leadership practices among teachers within a high school science department. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46(7), 813-835.