Evaluation of the implementation of Benin new elementary science curriculum Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/qr46r4135

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  • The purpose of this study was to evaluate the current status of the implementation of Benin's new elementary science curriculum. The study used the Concerns-Based Adoption Model (CBAM), a model designed to evaluate the implementation of educational innovations. Specifically the study attempted to ascertain teachers' concerns about the science curriculum, the levels of use of the curriculum and the degree to which the curriculum components were implemented. The CBAM Stages of Concerns questionnaire and structured Levels of Use interview were used to collect data respectively on teachers' concerns and level of use. An Innovation Configuration checklist was developed to measure teachers' patterns of use with respect to each of the curriculum key components. The study was directed toward 57 third and fourth grade teachers involved in the implementation of the new curriculum. Findings of the study indicated that teachers have their most intense concerns in the information, personal, and collaboration areas. Regarding teachers' level of use of the science curriculum, the majority of teachers were still trying to solve mechanical problems such as material gathering, lesson planning, and time management. With respect to curriculum components, fundamental components, such as teaching methodology and evaluation technique, were not implemented at the acceptable level. These findings have implications for research and staff development programs for a successful implementation of the science curriculum. Specific plans for improvement include structuring training programs to meet individual teacher needs and concerns, establishing an efficient support system, and providing resources and materials.
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