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.
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Curriculum Decision-Making Processes of Beginning Special Education Teachers.
The Graduate Review, 1, 54-63.
Available at: https://vc.bridgew.edu/grad_rev/vol1/iss1/13