Date

11-2021

Department

School of Education

Degree

Doctor of Education in Curriculum & Instruction (EdD)

Chair

Jerry Woodbridge

Keywords

Curriculum Transition, Transition Theory, Experiential Learning Theory, Mathematics, Elementary Education, COVID-19

Disciplines

Curriculum and Instruction | Education

Abstract

The purpose of this single instrumental case study was to research how teachers at an organization of international schools transitioned to using a revised mathematics curriculum to understand how to replicate or improve the process for success in the implementation phase in the future. The guiding theories for this research were Schlossberg’s (1981) transition theory, as the aim of the study was to research teachers in a time of transition, and Kolb’s (1984) experiential learning theory, as teachers worked through the cycle of experiencing, reflecting, thinking, and acting. Data was collected through interviews, focus groups, and journaling. The site was an organization of international schools with a culturally and linguistically diverse student population. Participants were elementary teachers in the process of transitioning to using a revised mathematics curriculum. The methods of data triangulation, memoing, and data categorization were used for data analysis. Eight themes were determined from the data: First-Year Implementation, Collaboration, COVID-19, International School Differences, Teacher Perspectives, Professional Development and Training, Materials, and Leadership. This study discusses how teaching at an international school and implementing the curriculum during the COVID-19 pandemic affected the implementation. Teachers were supported in the transition by leadership, materials, collaboration, and professional development and training. They coped with the transition by remembering the first year of implementation is challenging and through various strategies based on their different perspectives of the transition.

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