CHAPTER ONE
Problem
Enhanced learning experiences through innovative instructional strategies (i.e., integrated curriculum, cooperative learning, and team teaching) have been shown to lead to higher student achievement, more positive attitudes toward learning, and increased self esteem (Arhar and Irvin, 1995; Aschbacker, 1991; Boidy, 1994; Greene, 1991; Johnson & Johnson, 1990; Lee & Smith 1993; Newmann & Thompson, 1987; Slavin, 1995; Stevens & Slavin, 1994; Vars, 1965; Vye, 1990).
Yet, people’s thinking remains constrained by taken for granted assumptions about teaching and learning. As a result, efforts at instructional reform are often met with resistance from both parents and teachers (Lubienski, 2002). Current state and federal mandates focus on traditional instructional methodologies (i.e., test taking, memorization, and standards driven assessment). These mandates tend to emphasize student achievement as based on standardized tests rather than on problem-based or constructivist instructional and learning strategies (Borman, Kromry, & Katzenmeyer, 2000). Despite the current emphasis on reform and improving student achievement, more than half of the research on professional development does not mention the importance of using careful analysis of student learning data to drive professional development activities (Guskey, 2003). In addition, the increase in educational expectations leads teachers to conclude that they must choose between depth and breadth in instructional strategies. The conclusion from Splintered Vision, that math and science curricula in the U.S. are "a mile wide and an inch deep" (Schmidt, McKnight, & Raizen, 1996) demonstrates the choice often made. Also, the traditional class schedule, with subject matter taught in periods that have distinct beginning and ending times tends to make across the curriculum presentations more difficult, if not impossible (Goodlad, 1984). Finally, the architectural design of many schools, with segmented rooms and long hallways presents an additional obstacle to grouping according to criteria other than age or ability or varying grouping during the course of the day (Shore & Bierne, 1997).
Teachers, therefore, face having to make a choice. On one hand, research demonstrates that using innovative instructional strategies is more effective in raising student achievement and in affecting students in other positive ways. On the other hand, government mandates about curriculum, professional development, daily schedule, facilities, and the curricula they are given to teach direct teachers to use more traditional instructional methods. In addition to these forces, pressure from the community (Lubienski, 2002) encourages teaching material in a traditional manner that yields higher scores first and any other benefits second. Because of these factors, teachers often choose traditional approaches over innovative ones (Simon, 1998).
These issues are particularly challenging in small, private and parochial, faith-based schools where teachers and administrators must prove sensitive over the long run to the goals of those who pay for their operation (Gardner, 1991). Here, student tuition provides the only source of income, and the gain or loss of a small number of students can be the difference between economic viability and potentially ceasing operation. They need to ensure that they are providing the kinds of services parents and students want, and that they have the capacity to cater and adjust to their clients’ specialized needs and interests (Chubb & Moe, 1990).
There is considerable research demonstrating the benefit to students when teachers implement innovative instructional strategies. There is considerably less on how teachers and school administrators can work together to surmount the obstacles that arise in the implementation of these innovative strategies. The purpose of this study is to show one school principal’s and two teacher’s efforts as they incrementally implement innovative teaching strategies (e.g., thematic units) in an institution that markets itself as providing a traditional education.
Overview of Study/Preview of Chapters