Abstract:
This qualitative study examines teachers' experiences implementing new
standardized curricula in Ontario schools. This new curricula contained several policy
changes and an expectations based format which directed what knowledge and skills
students were to demonstrate in each subject. This level of specificity of subject-content
served to control teachers in relation to curricula; however, data suggested that at the same
time, teachers had enormous flexibility in terms of pedagogy. Four secondary teachers who
were implementing a Grade 10 course in the 2000-2001 school year participated in the
study. The qualitative framework supported the researcher's emphasis on examining the
participants' perspectives on the implementation of expectation-based curricula. Data
collected included transcripts from interviews conducted with teacher participants and a
representative of the Ontario Ministry of Education and Training, field notes, and a
research journal.
Many of the factors often cited in the literature as influencing implementation
practices were found to have affected the participants' experiences of curriculum
implementation: time, professional development, and teachers' beliefs, particularly
concerning students. In addition, the format of the policy documents proved to both control
and free teachers during the implementation process. Participants believed that the number
of specific expectations did not provide them an opportunity to add content to the
curriculum; at the same time, teachers also noted that the general format of the policy
document allowed them to direct instruction to match students' needs and their own
teaching preferences. Alignment between teachers' beliefs about education and their
understanding of the new curriculum affected the ways in which many participants adapted
during the implementation process.
