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The Graduate Review

Abstract

Teachers are constantly making decisions in their classrooms based on a variety of factors. With a sample of twelve first or second year special education teachers, this participatory action research project explores the decision-making processes in regards to curriculum development. Using group interviews, individual interviews, participant content maps, and a survey, data examining the decisions these teachers make about curriculum in their classroom was collected. These qualitative and quantitative data sets will be coded, analyzed, and compared to identify common elements and themes among participants. Preliminary results show that teachers struggle on a daily basis with different aspects of curriculum decisions including IEP goals, pacing, general education curriculum, grouping, and assessments. Implications and results from this study can help future and current educators as they make decisions about curriculum in their own classrooms. Results can also help pre-service educator programs and administration plan helpful workshops and courses to aid teachers in these important decisions.

Note on the Author

Camille Schulman is a special education teacher in southeastern Massachusetts. She graduated from BSU with her Master’s of Education in Special Education Moderate Disabilities PreK-8 in May 2015. Her research was completed in the spring of 2015 as a co-investigator with her mentor, Dr. Edward Carter.

Rights Statement

Articles published in The Graduate Review are the property of the individual contributors and may not be reprinted, reformatted, repurposed or duplicated, without the contributor's consent.

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