A Study of the Curriculum Design Process in the Field of Science for Intermediate Grades of Hilton Central School: 1959-1962
type: CreativeWork
description: This thesis investigated the intermediate science program of the Hilton Central School District, in 1959. A check list was used to verify the appropriateness of the current program with regards to pupils’ objectives, desired pupil outcomes, and personal goals and objectives of the science teachers. A newly formed Science Curriculum Committee used the results to create a more uniform curriculum for the fourth, fifth and sixth grades that used a common framework for instruction, and was built upon previous years learning. Over a period of two years, the committee met, developed an outline that was approved by teachers and the Board of Education, spelling out what is to be covered at each level, and helping teachers to build on the concepts from year to year. A rise in student interest in science was evidenced by increased participation in voluntary programs such as science fairs and science clubs, requests for more supplemental reading material from school libraries, and increased standardized test scores. As a result of the success in this area, study groups for additional subjects are being formed. Recommendations for further study include more frequent comprehensive testing (September, January, and June) to help students retain the concepts they learn throughout the year, continual revision of the curriculum on a regular basis, and a comprehensive research plan set in place to oversee the curriculum development process.
abstract: This thesis investigated the intermediate science program of the Hilton Central School District, in 1959. A check list was used to verify the appropriateness of the current program with regards to pupils’ objectives, desired pupil outcomes, and personal goals and objectives of the science teachers. A newly formed Science Curriculum Committee used the results to create a more uniform curriculum for the fourth, fifth and sixth grades that used a common framework for instruction, and was built upon previous years learning. Over a period of two years, the committee met, developed an outline that was approved by teachers and the Board of Education, spelling out what is to be covered at each level, and helping teachers to build on the concepts from year to year. A rise in student interest in science was evidenced by increased participation in voluntary programs such as science fairs and science clubs, requests for more supplemental reading material from school libraries, and increased standardized test scores. As a result of the success in this area, study groups for additional subjects are being formed. Recommendations for further study include more frequent comprehensive testing (September, January, and June) to help students retain the concepts they learn throughout the year, continual revision of the curriculum on a regular basis, and a comprehensive research plan set in place to oversee the curriculum development process.
author: Scoppa, Carmen
language: en_US
date published: 1962-11-01
date modified: 2026-07-27T19:02:59Z
provider: College at Brockport
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: College at Brockport

PropertyValue
property ID: Handle
value: http://hdl.handle.net/20.500.12648/5858