Curriculum mapping: A comparison of implementation in the two high schools within a suburban Philadelphia school district.

摘要

Curriculum mapping takes a different approach to curriculum development, as it is not only a curriculum guide for administrators but a tool that joins curriculum and instruction. Central office administrators decided that alignment of district curriculum would be accomplished by following Jacobs' model of curriculum mapping. The mandate was delivered to both high schools A and B in the district. Implementation at both schools was studied to make comparisons of the initiative process. Data were collected from 151 high school teachers, and five administrators. Both high school principals were interviewed. The results indicated that high school A had a bottom-up approach utilizing core teams and a shared vision while high school B had instituted a top-down approach and the leader had retired shortly after commencing the initiative. Teachers at high school A perceived the process to be site-based, one that would continue, and a collaborative tool which would increase dialogue regarding curriculum and student achievement. Conversely, high school B teachers perceived the process to be controlled by central office. Additionally, high school B respondents were uncertain about the future of the curriculum mapping process, and the viability of using mapping as a tool to increase collaboration concerning curricular issues or student achievement. Recommendations for full implementation and future research studies were discussed.