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TEACHERS’ UNDERSTANDINGS OF THE IMPACTS OF SCRIPTED AND NARROWED CURRICULA ON CURRICULUM AUTONOMY: A MIXED METHODS STUDY

Bolino, Natalie M.
http://orcid.org/0009-0002-4265-4187
http://rave.ohiolink.edu/etdc/view?acc_num=kent1712600255591672

Abstract Details

2024, EDD, Kent State University, College of Education, Health and Human Services / School of Health Sciences.
Scripted/narrowed curricula are tangled in the webs of school reforms and standardization. Teachers are experiencing a monumental challenge: the deprofessionalization of their roles as educators. I sought teachers’ understandings of how scripted/narrowed curricula impact their curriculum autonomy, specifically, their professional responsibility and pedagogical artistry. Quantitative and qualitative data were collected from K–12 public educators in Rhode Island using an adapted Curriculum Autonomy Survey and Curriculum Autonomy interviews. I analyzed the quantitative data using descriptive and inferential statistics, which provided a broader picture of the experiences of Rhode Island educators faced with teaching scripted/narrowed curricula, and a second group emerged: teachers who develop their own curricula. Interview questions asked teachers to reflect on their experiences with the curriculum. By coding and conducting thematic analysis, I analyzed the interview transcripts, and multiple themes emerged after the data proved consistent across the survey and interview. Teachers using scripted/narrowed curricula are experiencing a loss of their curriculum autonomy. Their professional responsibility is being challenged because they are no longer stakeholders in the curricular and pedagogical decisions or curriculum changes for their content areas. This lack of decision-making has led to questioning the equity of curricula and questioning the breadth and depth of subjects and topics in curricula. These educators are facing challenges to pedagogical artistry, meaning they cannot modify/accommodate student needs or create lessons to promote cultural and social learning opportunities, and they have felt a loss of creativity in building lessons to ensure students are learning skills to be citizens of the world.
Scott Courtney (Committee Chair)
182 p.
Curricula; Curriculum Development; Education; Education History; Education Philosophy; Education Policy; Educational Leadership; Educational Theory; Elementary Education; Higher Education
scripted curriculum narrowed curriculum school reforms standardization teacher autonomy curriculum autonomy professional responsibility pedagogical artistry teaching artistry democratic curriculum leadership leadership curriculum curriculum development teacher leaders curriculum reform equity creativity equality

Recommended Citations

Citations

  • Bolino, N. M. (2024). TEACHERS’ UNDERSTANDINGS OF THE IMPACTS OF SCRIPTED AND NARROWED CURRICULA ON CURRICULUM AUTONOMY: A MIXED METHODS STUDY [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1712600255591672

    APA Style (7th edition)

  • Bolino, Natalie. TEACHERS’ UNDERSTANDINGS OF THE IMPACTS OF SCRIPTED AND NARROWED CURRICULA ON CURRICULUM AUTONOMY: A MIXED METHODS STUDY. 2024. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1712600255591672.

    MLA Style (8th edition)

  • Bolino, Natalie. "TEACHERS’ UNDERSTANDINGS OF THE IMPACTS OF SCRIPTED AND NARROWED CURRICULA ON CURRICULUM AUTONOMY: A MIXED METHODS STUDY." Doctoral dissertation, Kent State University, 2024. http://rave.ohiolink.edu/etdc/view?acc_num=kent1712600255591672

    Chicago Manual of Style (17th edition)

kent1712600255591672
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© 2024, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.
Release 3.2.12