State Guidelines for Reshaping Academic Curricula in Elementary Schools: A 50-State Survey. Elementary Subjects Center Series No. 10

State policymakers' efforts to promote teaching for understanding and thinking in elementary schools were assessed. Data were obtained through interviews of directors of state departments of education nationwide, interviews of two or more curriculum specialists in seven states judged to be part...

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Bibliographic Details
Main Author Freeman, Donald J
Format Report
LanguageEnglish
Published Institute for Research on Teaching, College of Education, Michigan State University 01.05.1989
Subjects
Abstract Reasoning
Administrators
California
Comprehension
Curriculum Specialists
Educational Change
Educational Objectives
Elementary Education
Elementary School Curriculum
Guidelines
Higher Order Skills
Inservice Teacher Education
National Surveys
Policy Implementation
Problem Solving
State Departments of Education
State Government
California
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Summary:State policymakers' efforts to promote teaching for understanding and thinking in elementary schools were assessed. Data were obtained through interviews of directors of state departments of education nationwide, interviews of two or more curriculum specialists in seven states judged to be particularly active in promoting higher order outcomes, and a review of curriculum-related documents cited during the interviews. Results indicated that state guidelines for curriculum reform were typically communicated through in-service programs, statements of goals and objectives, or guidelines for local curriculum planners. Reform initiatives rarely included statewide tests. Highlighted in the report are similarities and differences in policy initiatives of states actively promoting curriculum reforms. California was the only state that had aggressively negotiated with publishers to develop books or other instructional materials that supported the state's call for curriculum reform. Implications of the national findings are discussed. (RH)