The implementation of core curriculum: A case study
The purpose of this study was to trace the development and implementation initiatives during the first year of the School Board mandated Core Curriculum in the Metropolitan Nashville Public School System. It sought to focus on changes in Title 1 schoolwide project initiatives during and since the adoption of Core Curriculum and to determine the level of staff development intrinsic to implementation procedures. The method of inquiry was a qualitative case study concerned with describing the changes in structure and implementation procedures in four purposefully selected Title 1 schools. The school sites were identified by a concept/theory-based sampling based on two criteria, Title 1 Schoolwide status and successful implementation of individual school project goals. Qualitative data was collected utilizing multiple primary sources of evidence, documentation reviews, interviews, and site observations throughout the study which focused on issues of implementation from a national, state and local perspective. Site observations were included in the study from two elementary core knowledge schools in Alpharetta, Georgia and Shreveport, Louisiana. The findings indicated that although the Metropolitan Nashville Public School System had implemented the mandated core curriculum in all kindergarten through six grade classrooms during the 1997-1998 school year, there remained a myriad of misconceptions and assumptions from within the school community as to the implementation procedures of a Core Curriculum Program. Therefore, the answer to the question, "Is Core Curriculum being implemented fully in kindergarten through six grade classrooms in the Metropolitan Nashville Public School System?," the results of this study presented a legitimate skepticism.
School administration|Curricula|Teaching|Elementary education
Donna Gale Youree,
"The implementation of core curriculum: A case study"
ETD Collection for Tennessee State University.