Perceptions of Curriculum Alignment in US History
Location
Morgan
Session Format
Presentation
Abstract
This research study examined the perceptions of school leaders on the alignment of curriculum and student achievement. The purpose of this phenomenographic case study, rooted in Leitzel and Vogler’s (1994) definition of curriculum alignment was to examine school leader and teacher perception of the relationship between curriculum alignment and student achievement as evidenced by document analysis and interviews with individuals who teach and support United States History courses in an urban characteristic Georgia high school. Semi-structured interviews were conducted with the school principal, US History teachers, the assistant principal for instruction, and the assistant principal that supports and evaluates US History courses in the selected school. Teacher lesson plans were also analyzed using a document analysis protocol. The data were analyzed utilizing Microsoft Excel. The findings for research question one determined teachers and school leaders perceived that the alignment between curriculum, assessment, and instruction was driven by teacher instruction and could positively impact student achievement. For research question two, teachers and leaders both perceived that instructional timing and pacing, as well as professional learning communities directly impacted curriculum alignment. Lastly, for research question three, teachers and leaders shared differing opinions on US History content knowledge and systems of support for teaching and learning. The document analysis review of teacher lesson plans found contrary to the dialogue shared by teacher and leader participants, the planned learning experiences did not consistently align with learning targets.
Keywords
Curriculum Alignment, Student Achievement, Social Studies, US History
Professional Bio
As native of Palm Beach County, Florida, Jameka Fields-Rhodes is what she refers to as "a teacher's teacher." In her over 20 years of experience in education, Jameka has been a substitute teacher, a paraprofessional, an ESE/Special Education Teacher, an Advanced Placement Lead Teacher, Instructional Coach, Middle and High School Assistant Principal, and is currently a District K-12 Social Studies Coordinator. Jameka finds her purpose in teaching teachers how to teach and supporting leaders in their leadership journey. Jameka will be finishing her doctorate degree in Education Leadership in December 2023 and is happily married to her best friend Jonathan.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Fields-Rhodes, Jameka C., "Perceptions of Curriculum Alignment in US History" (2024). Georgia Educational Research Association Conference. 47.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/47
Perceptions of Curriculum Alignment in US History
Morgan
This research study examined the perceptions of school leaders on the alignment of curriculum and student achievement. The purpose of this phenomenographic case study, rooted in Leitzel and Vogler’s (1994) definition of curriculum alignment was to examine school leader and teacher perception of the relationship between curriculum alignment and student achievement as evidenced by document analysis and interviews with individuals who teach and support United States History courses in an urban characteristic Georgia high school. Semi-structured interviews were conducted with the school principal, US History teachers, the assistant principal for instruction, and the assistant principal that supports and evaluates US History courses in the selected school. Teacher lesson plans were also analyzed using a document analysis protocol. The data were analyzed utilizing Microsoft Excel. The findings for research question one determined teachers and school leaders perceived that the alignment between curriculum, assessment, and instruction was driven by teacher instruction and could positively impact student achievement. For research question two, teachers and leaders both perceived that instructional timing and pacing, as well as professional learning communities directly impacted curriculum alignment. Lastly, for research question three, teachers and leaders shared differing opinions on US History content knowledge and systems of support for teaching and learning. The document analysis review of teacher lesson plans found contrary to the dialogue shared by teacher and leader participants, the planned learning experiences did not consistently align with learning targets.
