Teaching an Integrated Science Curriculum: Linking Teacher Knowledge and Teaching Assignments.

Abstract

Anumberof factorsaffectsuccessful implementationofan integrated science curriculum, including various outputs and inputs related to teacher quality suchas professional development experiences, adequate planning periods, and adequate content preparation of teachers with regard to content knowledge associated with the curriculum taught (Huntley, 1998; Knudson, 1937; Leung, 2006; Palmer, 1991; Southern Region Education Board, 1998). Other researchers have examined the relationship between teacher quality and teacher retention (Ingersoll, 2000; National Center for Education Statistics, 1996), and national organizations have defined minimum content preparation standards to improve teachingand learning (InterstateNewTeacherAssessmentand SupportConsortium[ITASC],2008;NationalCouncil forAccreditationof Teacher Educators [NCATE], 2007; NationalMiddle School Association [NMSA], 2008). This study examines factors related to teacher quality inputs (i.e., coursework, grade point average, and teacher test scores). Specifically, the focus is on teacher knowledge related to eighth grade science in Texas, which uses an interdisciplinary science curriculum consisting of topics in life science, chemistry, physics, and Earth science (Texas Education Agency, 2005). To provide a context for viewing the

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