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Perceptions of the 2009 impact of curriculum implementation on teaching practices of social studies 12 teachers in Northwest Alberta.
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Abstract |
Abstract
Initial teacher perceptions of the impact of the new Alberta Social Studies curriculum on teaching practices were examined. Social Studies teachers in Northwest Alberta were surveyed, quantitatively and qualitatively, about the use of critical thinking skills in their teaching practices before, and after, implementation of the Grade 12 curriculum. Quantitatively, no significant differences in teaching practices were found. Neither were there any differences in teaching practices found when teachers were differentiated by the variables of sex, total teaching experience, Social Studies teaching experience and department size. However, there were increases found in workshop attendance. Qualitatively, the results aligned with the literature related to teachers' concerns of time, resources, technology, collegial support, professional development, and classroom environment only one exception related to teacher experience was found. School administrators, professional development planners, curriculum designers, and assessors of the implementation of new curricula would find this study of interest. --P. ii. |
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Persons |
Persons
Author (aut): Mills, Susan E.
Thesis advisor (ths): Galenza, Bruce
Thesis advisor (ths): MacMillan, Peter D.
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Degree Name
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Department
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DOI |
DOI
https://doi.org/10.24124/2010/bpgub701
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Collection(s)
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Degree granting institution (dgg): University of Northern British Columbia
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Library of Congress Classification |
Library of Congress Classification
H62.5.C3 M55 2010
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Extent
Number of pages in document: 79
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ISBN |
ISBN
978-0-494-61139-5
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Use and Reproduction |
Use and Reproduction
Copyright retained by the author.
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Rights Statement |
Rights Statement
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unbc_16098.pdf1.47 MB
983-Extracted Text.txt122.19 KB
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English
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Perceptions of the 2009 impact of curriculum implementation on teaching practices of social studies 12 teachers in Northwest Alberta.
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1541540
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