Teachers' perceptions of school-based curriculum development for meeting students' needs in Spanish
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Date
1991
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Abstract
This study investigated the perceptions which teachers have of the effectiveness of two different approaches to curriculum development for meeting the needs of urban junior secondary school students: 1) the traditional, nation-based system, and 2) the school-based approach, which requires greater participation by teachers, both individually and as a group. A questionnaire was administered to a sample of 28 teachers of Spanish in 5 urban junior secondary schools, who were required to rate the curriculum document currently in use, as well as a researcher-compiled teaching-learning unit. A comparison of the two sets of ratings showed that, in the opinion of teachers, the proposed document, which reflects a school-based approach to curriculum design, is more likely to effectively meet students' needs