Factors Associated with Successful Implementation of Interdisciplinary Curriculum Units

Abstract

Interdisciplinary middle school teacher teams from each of eight schools participated in a two-year professional development project that included the development, implementation and dissemination of environmental science curriculum units. This study describes implementation and identifies factors associated with successful implementation. Schools were urban or suburban/rural and varied in size and in percent of minority and low-SES students. Data were collected through in-depth open-ended interviews, classroom observation, and examination of reports and other documents. Variables were rated using a three-point scale to determine operational levles. Factors identified as associated with successful implementation were (1) strong support of the principal, (2) structural components, (3) strong, intact team and (4) time for concentrated curriculum development before implementation. Factors (1) and (2) were deemed to be the most crucial.