Implementing change within a school science department: progressive and dissonant voices

Rigano, Donna L., and Ritchie, Stephen M. (2003) Implementing change within a school science department: progressive and dissonant voices. Research in Science Education, 33 (3). pp. 299-317.

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The purpose of this study was to describe the teaching and leadership experiences of a science teacher who, as head of department, was preparing to introduce changes in the science department of an independent school in response to the requirements of the new junior science syllabus in Queensland, Australia. This teacher consented to classroom observations and interviews with the researchers where his beliefs about teaching practice and change were explored. Other science teachers at the school also were interviewed about their reactions to the planned changes. Interpretive analysis of the data provides an account of the complex interactions, negotiations, compromises, concessions, and trade-offs faced by the teacher during a period of education reform. Perceived barriers existing within the school that impeded proposed change are identified.

Item ID: 7096
Item Type: Article (Research - C1)
ISSN: 1573-1898
Keywords: curriculum change; curriculum leadership; science education
Date Deposited: 14 Feb 2010 23:59
FoR Codes: 13 EDUCATION > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
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