An instructional design approach to updating an online course curriculum
If the curriculum were brought in by the administrators, outside experts, etc., the effectiveness of the program was considered to be negligible.
It is important to note the statistical results indicated the effectiveness rate was considerably higher when the curriculum was reviewed, rewritten, and established by practitioners directly using the program.
Ideas in this strand can be a refresher for the veteran teacher, or used as a reflective assessment of 21st century teaching skills, or they can be lifelines helping novice teachers sift and sort through content, processes, and in choosing the best ways to organize and deliver instruction.
Abstract - As school districts across the nation address societal demands and legislative mandates to prepare a workforce for the 2lst century, school leaders find themselves working to change curriculum within their schools.
Initiation of the curriculum revision process did not appear to have significant impact.
Within the interim process, however, the actualpersonal involvement in the revision project was extremely important.
To further substantiate the data, 4 focus groups were interviewed with general patterns and themes evaluated.Overwhelmingly, districts provided in-service training, and respondents considered this an essential element in the success of a curriculum revision project.Teachers and principals both agreed that the traditional one-shot in-service program was inadequate.To achieve this challenging, sometimes controversial task of curriculum alignment and revision, school leaders must work with diverse constituencies to achieve the best balance of needs, desires, appropriate assessment, and instruction.
This study and the subsequent recommendations had their origin in the frustration of two building administrators who were given the responsibility of designing a curriculum revision project which would upgrade the established instructional program and improve classroom instruction (the quote of their superintendent assigning the task). Continuing in that line of reasoning, Olson and Rothman (l993) offered that while the last decade has been one of challenge and excitement for American education, the fragmented and isolationist manner in which many of the reform efforts have been implemented brought about no lasting change.
The study sample consisted of educational practitioners employed by public school districts within the Southeastern quadrant of Missouri.