Telling the Whole Story: A Mixed-Methods Process Evaluation of a Curriculum Reform

• In Event: Friday Roundtable Session 7:45 am
  In Roundtable Session: Inquiry in Music Education Settings (Table 4)

Abstract

This study is a mixed methods process evaluation of a middle school general music curriculum reform in an East Coast school district. I constructed an understanding of the nature of the curriculum reform, including structural circumstances that led to the change, the writing process and pilot phase, and enactment across the district. Further, I sought to investigate teacher perceptions of agency and conceptions of teaching and curriculum alignment. Results indicated that based on the theory of action, EHPSD’s middle school general music curriculum reform was carried out with relative fidelity. Findings from this study point toward the need for nuanced localized reform efforts that leverage teachers as instigators of reform development and enactment in program and policy evaluation.

Author

• Bri'Ann Wright, California State University - Fullerton