TEACHERS CONCERNS REGARDING THE IMPLEMENTATION OF INTEGRATED THEMATIC INSTRUCTION (ITI)
(1)
(*) Corresponding Author
Abstract
The purpose of this study was to explore primary grade teachers concern about an educational reform initiative called Integrated Thematic Instruction (ITI) in Indonesia. In 2006, the Indonesian Ministry of Education mandated primary school teachers to implement ITI. Using a convenience sampling method, 150 teachers in one major province in Indonesia participated in the study. The data collection method used a standardized questionnaire from The Stages of Concern Questionnaire (SoCQ). The data analysis employed in this research involved descriptive, quantitative methodologies. The results of the study revealed that the teachers have unresolved awareness and self-informational concerns. This study provides perspectives on curriculum implementation in general and ITI in particular by adding to the small body of existing literature concerning how teachers regard the new policy implementation. This study provides insight into policy implementation approaches by clarifying how the new curriculum can be adapted during the reform process. Recommendations of this study include the need to build a comprehensive system for monitoring, supervising, and scaffolding teachers implementation of ITI.
Key words : integrated thematic instruction, stages of concern, curriculum reform.
Full Text:
PDFReferences
Adams, N.B. 2002. Educational computing concerns of postsecondary faculty. Journal of Research on Technology in Education, 34(3), pp. 285-303.
Ansah, A.O., & Johnson, J. T. 2003. Time will tell on issues concerning faculty and distance education. Online Journal of Distance Learning Administration, 6(4). Retrieved February 1, 2011 from http://www.westga.edu/~distance/ojdla/winter64/ansah64.htm.
Borg, W. ., & Gall, M.D. 1983. Educational research: An introduction (4th ed.). New York: Longman.
Chan, C.C., Chan, K.Y., Cheung, W.M, Ngan, M.Y., & Yeung, V.M. 1992. Primary school teacher self-concept: Its relationship with teacher behaviors and students educational outcomes. Primary Education, 1(l), pp. 9-28.
Cheung, D., Hattie, J., & Ng, D. 2001. Reexamining the stages of concern Questionnaire: A test of alternative models. The Journal of Educational Research, 94(4), pp. 226-236.
Czerniak, C.M., Lumpe, A.T., & Haney, J.J. 1999. Science teachers beliefs and intentions to implement Thematic Units. Journal of Science Teacher Education, 10(2), pp. 123-145.
Dressel, P.L. 1958. The meaning and significance of integration. In N.B. Henry (Ed.), The integration of educational experiences: The fifty-seventh yearbook of the National Society for the Study of Education (pp. 3-25).
Chicago, IL: University of Chicago Press. Faircloth, E.G., Smith, B.P., & Hall, H.C. 2001. FCS teachers stages of concern regarding national standards. Journal of Family and Consumer Science, 93(4), pp. 29-32.
Fuller, F.F. 1969. Concer ns of teachers: A developmental conceptualization. American Educational Research Journal, 6, pp. 207-226.
Gandolfo, A. 1998. Brave new world? The challenge of technology to time-honored pedagogies and traditional structures. New Directions for Teaching and Learning, 76, pp. 23-38.
Gehrke, N.J. 1998. A look at curriculum integration from the bridge. The Curriculum Journal, 9, 247-260. Retrieved January 16, 2011 from http://web.ebscohost.com.flagship. luc.edu/e h o s t / p d f v i e w e r / p d f v i e w e r ?hid=122&sid=14e81440-c415-4073-4bcb8c9d1581c02%40sessionmgr104&vid=5.
George, A.A., Hall, G.E., Stiegelbauer, S. M. 2006. Measuring implementation in schools: The stages of concern questionnaire. Austin, TX: Southwest Educational Development Laboratory.
Guskey, R.T. 1988. Teacher efficacy, self-concept, and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education, 4(1), pp.63-69.
Hall, G.E., George, A.A., & Rutherford, W. L. 1979. Measuring stages of concern about the innovation: A manual for use of the SoC Questionnaire (2nd ed.). Austin, TX: Southwest Educational Development Laboratory.
Hall, G.E, & Hord, S.M. 1987. Change in schools: Facilitating the process. Albany, NY: State University of New York Press.
Hall, G.E., & Hord, S.M. 2001. Implementing change: Patterns, principles, and potholes. Boston, MA: Allyn and Bacon.
Hord, S.M., Rutherford, W.L., Hurling-Austin, L., & Hall, G.E. 1987. Taking charge of change. Borne, TX: Southwest Education Enterprises.
Horsley, D.L., & Loucks-Horsley, S. 1998. CBAM brings order to the tornado of change. Journal of Staff Development, 19(4), pp. 17-20.
Iraossi, G. 2006. The power of survey design: A users guide for managing surveys, interpreting results, and influencing respondents. Washington, DC: The World Bank. Retrieved December 9, 2011 from http://www-wds.worldbank.org/external/default/WDSContentServer/IW3P/I B / 2 0 0 6 / 0 1 / 2 6 / 0 0 0 0 1 2 0 0 9 _20060126110514/Rendered/PDF/350340The0Powe1n0REV01OFFICIAL0USE1.pdf
Johnson, B., & Christensen, L. 2008. Educational research: Quantitative, qualitative, and mixed approaches (3rd ed.). Thousand Oaks, CA: Sage Publications, Inc.
Kornadt, H.J. 2002. Biology, culture and child rearing. In H. Keller, Y. H. Poortinga, & A. Schlmerich (Eds.), Between culture and biology: Perspectives on ontogenetic development (pp. 191-214). United Kingdom, UK: Cambridge University Press.
Martin-Kniep, G.O., Feige, D.M., & Soodak, L.C. 1995. Curriculum integration: An expanded view of an abused idea. Journal of Curriculum and Supervision, 10, pp. 227-249.
MONE. 2001. Manajemen Peningkatan Mutu Berbasis Sekolah. Education and Training Section and CDC, Jakarta: Government report.
MONE. 2003. Hasil uji kompetensi guru SD di 26 propinsi bidang studi : bahasa Indonesia, ilmu pengetahuan sosial (IPS), ilmu pengetahuan alam (IPA), dan matematika [The result of competency assessment of elementary school teachers in 26 provinces in subjects: Indonesian language, social studies, science and mathematics]. Direktorat Tenaga Pendidikan, Dirjen Pendidikan Dasar dan Menengah, Depdiknas, Jakarta: Government report.
MONE. 2007. Laporan umum pelaksanaan pendampingan dan monitoring satuan pendidikan di 33 kabupaten/kota pada 33 provinsi [General report of supervision and monitoring schools at 33 regencies/city in 33 provinces]. Center for Cur riculum Development/CDC, National Institute for Research and Development, MONE, Jakarta: Gvernment report.
MONE. 2008a. Laporan hasil diskusi kajian kurikulum pendidikan dasar [A report of the results of discussion regarding basic education curriculum]. Center for Curriculum Development/CDC, National Institute for Research and Development, MONE, Jakarta: Government report.
MONE. 2008b. Evaluasi pelaksanaan KTSP oleh tim pengembang kurikulum propinsi [An evaluation of the implementation of school based curriculum by province curriculum develop]. Center for Curriculum Development/CDC, National Institute for Research and Development, MONE, Jakarta: Government document.
MONE. 2009. Tematik [Thematic]. Center for Curriculum Development, MONE, Jakarta: Government document.
Moss, B., & Noden, H. 1995. Creating integrated curriculum: Books to guide the process. The Reading Teacher, 48, pp. 358-360.
National Mathematics Advisor y Panel. 2008. Foundations for success. Washington, DC: U.S. Department of Education.
Neill, J. 2004. How to choose tools, instruments, and questionnaires for intervention research and evaluation. Retrieved October 1, 2004 from http://www.wilder dom.com/tools/ToolsHowChoose.html.
Newhouse, C.P. 2001, Summer. Applying the concerns-based adoption model to research on computers in classrooms. Journal of Research on Computing in Education, 33(5).
OSullivan, E., Rassel, G.R., & Berner, M. 2003. Research methods for public administrators (4th ed.). New York: Longman. On Purpose Associates. (n. d.). Thematic instruction. Retrieved on May 18, 2011 from Funderstanding website at http://www.funderstanding.com/content/thematicinstruction.
Petherbridge, D.T. 2007. A concern-based approach to the adoption of web-based learning management system. Doctoral dissertation, North Carolina State University (UMI3269445)
Purwadi, A., & Muljoatmodjo, S. 2000. Education in Indonesia: Coping with challenges in the third millennium. Journal of Southeast Asian Education, 1(1), SEAMEO: Bangkok/Thailand.
Rakes, G.C., & Casey, H.B. 2002. An analysis of teacher concerns toward instructional technology. International Journal of Educational Technology, 3(1). Retrieved January 2, 2011, from http://www.ao.uiuc.edu/ijet/v3n1/rakes/
Rout, G.K., Priyadarshani, N., Hussin, Z., Pritinanda, A., Mamat, W.H.B. W., & Zea, G.L. 2010. Implementation of new sixth form geography curriculum: Concerns and levels of use of teachers in Malaysia. International Journal of Educational Administration, 2(1), pp. 63-72.
Sashkin, M., & Egermeier, J. 1992, April. School change models and processes: A review of research and practice. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
Surr y, D.W., & Land, S.M. 2000. Strategies for motivating higher education faculty to use technology. Innovations in Education and Training International, 37(2), pp. 145-153.
Sweeting, E.M., & the Early Grade Project Task Team. 2000. Basic education IV: Early grade education, project preparation: Initial fact finding activity. Repor t to Directorate General Primary and Secondary Education and the World Bank, Jakarta: Government document.
Taft, T.M. 2007. Curriculum integration in senior high school physics courses. Master thesis, University of Victoria.
Refbacks
- There are currently no refbacks.