Innovation in two alternative elementary school programs: why it works.
The purpose of this paper was to describe and interpret the factors that supported and maintained curricular innovation at two alternative elementary schools. The two schools have Project Adventure as their curriculum focus and use the concepts of risk, challenge, trust, cooperation, and problem solving; briefing and debriefing; and personal goal-setting contracts as part of their schoolwide curriculum (Project Adventure, 1991). Data were collected through formal interviews with the physical education teachers, the principals, and four classroom teachers at each school. Nonparticipant observation, field notes, informal interviews, and document analysis were also conducted. Inductive analysis and constant comparison were used to analyze and organize the data throughout the research process. Five factors emerged that supported the implementation of this innovative physical education program: a shared vision, external support for the schools' programs, curricula integration, centrality of physical education, and shared decision making. Project Adventure at these schools provides an example of substantive curricular reform where physical education was a critical element in the school programs.
Department of Kinesiology, University of New Hampshire, USA. bpdyson@hopper.unh.edu
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D002648:Child; D002675:Child, Preschool; D003142:Communication; D003299:Cooperative Behavior; D003479:Curriculum; D003657:Decision Making; D006040:Goals; D006801:Humans; D007398:Interpersonal Relations; D007407:Interviews as Topic; D009042:Motivation; D010684:Philosophy; D010806:Physical Education and Training / Q000458:organization & administration*; D011340:Problem Solving; D012309:Risk-Taking; D012574:Schools / Q000458:organization & administration*; D012944:Social Support; D013663:Teaching