Dissertation Writing Help - The research literature on articulation
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This study will examine survey responses from introductory biology instructors from Wisconsin Public Schools, the University of Wisconsin System, the Wisconsin Technical College System and Wisconsin private colleges about their enacted curriculum and expectations. The study will contribute to the research literature on articulation by providing an analysis of what content is taught and what the similarities and differences are between content and expectations in Wisconsin public high schools and post-secondary introductory biology courses. This study will utilize a version of the Survey of Enacted Curriculum developed by Porter and Smithson (cite) to examine the content and expectations in high school and post-secondary introductory biology courses.
Porter and Smithson's Survey of Enacted Curriculum is a multiple choice survey that examines whether an instructor teaches a given topic, how much time they spend on the topic, and the cognitive load demanded of the student while studying the topic. The instrument has been validated and has been shown to be a reliable measure of teaching practice (Porter and Smithson, 2001). The instrument allows for the development of curriculum content "maps" that can provide graphic representation of the level of articulation among high schools, between high school and college, and among college biology classes.
Research on curriculum articulation between high schools and colleges is scarce. This study will provide data that can be used to enhance our understanding of curriculum articulation and help to inform efforts to strengthen the connections between high school and college curriculum.