Processes and Supports to Facilitate Curricular Change Toward Character-Based Interdisciplinary Learning

• In Event: 28.089 - MTCC Roundtable Session 10
  In Roundtable Session: 28.089-10 - Varied Perspectives on Student Learning: Student Learning Communities and Personalized, Active, and Interdisciplinary Learning

Abstract

The purpose of this study was to examine how teachers in a public elementary school in the northeastern US implemented and supported curricular change. The school in this study attempted to redesign their curriculum around interdisciplinary themes and authentic, project based assessments beginning in the 2017-2018 school year. An ecological systems framework (Petrides & Guiney, 2002; Zhao & Frank, 2003) was used to examine the processes and supports that were present to facilitate curricular change at this school. The research question guiding this study is: What structural processes and supports are used to facilitate curricular change towards character-based interdisciplinary learning? The findings from this study has implications for leadership and professional development around facilitating curricular change in schools.

Authors

• Zora Wolfe, Widener University

• Katia Ciampa, Widener University