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Dynamics of Curriculum Alignment: Experiences of Elementary School Teachers in Focus

Author

Listed:
  • Novelyn Bajarias

    (West Bunawan Central Elementary School)

  • Rodel Ramos

    (West Bunawan Central Elementary School)

  • Paralona Largo

    (West Bunawan Central Elementary School)

  • Renato De Guzman

    (Agusan del Sur State College of Agriculture and Technology)

  • Dionelyn Bairoy Galicia

    (Agusan del Sur State College of Agriculture and Technology)

  • Alvin O. Cayogyog

    (Agusan del Sur State College of Agriculture and Technology)

Abstract

Curriculum alignment, the harmonious integration of instructional materials, learning activities, and assessments with educational standards and objectives are essential for effective elementary education and for fostering meaningful student learning experiences. This qualitative study investigates the complex dynamics of curriculum alignment through in-depth interviews and classroom observations, exploring the challenges, strategies, and successes encountered by elementary school teachers who drive aligned curricula implementation. Focusing on educators’ lived experiences and perspectives, the research illuminates practical implications within the elementary school setting, providing insights into factors influencing alignment practices, impact on student engagement and achievement, and professional development needs for effectively aligning components. Moreover, it contributes to broader discourse by examining how theoretical principles translate into tangible practices, highlighting complexities and adaptations required to meet diverse student needs. Capturing educators’ voices offers comprehensive understanding within the elementary context. Findings have significant implications for educational practices, curriculum design, teacher training, informing supportive frameworks, resources, and professional learning opportunities to enhance alignment and ultimately promote student success.

Suggested Citation

  • Novelyn Bajarias & Rodel Ramos & Paralona Largo & Renato De Guzman & Dionelyn Bairoy Galicia & Alvin O. Cayogyog, 2024. "Dynamics of Curriculum Alignment: Experiences of Elementary School Teachers in Focus," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(7), pages 1830-1850, July.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:7:p:1830-1850
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    References listed on IDEAS

    as
    1. Diane Wood & Luisa S. Deprez, 2012. "Teaching for Human Well-being: Curricular Implications for the Capability Approach," Journal of Human Development and Capabilities, Taylor & Francis Journals, vol. 13(3), pages 471-493, August.
    2. Sofia Asonitou, 2022. "Impediments and pressures to incorporate soft skills in Higher Education accounting studies," Accounting Education, Taylor & Francis Journals, vol. 31(3), pages 243-272, May.
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