The provision of science curriculum in small rural high schools in Newfoundland and Labrador

Barr, Linda (1995) The provision of science curriculum in small rural high schools in Newfoundland and Labrador. Masters thesis, Memorial University of Newfoundland.

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Abstract

This thesis investigates the provision of science education in small rural high schools throughout the province of Newfoundland and Labrador. -- In recent years there has been a call for greater participation and achievement in science provincially, nationally and internationally. Provincially, several documents have recently addressed either science education, small schools or both. However, none actually focuses directly on the problems associated with providing science education which are faced by small schools within the province. This thesis attempts to examine these problems. -- Schools within the province which offer any of grades 7-12 and which were defined as small according to the provincial guidelines were identified. Two questionnaires were then developed to be sent to each of the schools identified. -- The principal questionnaire examined general school information, science courses offered, distance education, school budget, teacher hiring and personal data. -- The teacher questionnaire examined educational background, pre-service training for small schools, present teaching duties, science lab facilities, distance education, professional development, teaching resources, teaching strategies and personal data. -- Principal survey results showed a large variation in science programs offered throughout the province's small schools. Most schools were lacking in funding, facilities and resources. Program offerings were often limited due to these factors as well as the unavailability of qualified teachers. -- Teacher survey results showed a significant lack of appropriate pre-service training as well as insufficient in-service training and professional development. Teachers also complained of a lack of adequate facilities, equipment and resources. Teacher workloads were tremendous and most teachers reported teaching in a multi-grade situation. -- For both the principals and teachers, most respondents were male, relatively young with little teaching experience. -- This study provided insight into the current provision of science curriculum in small rural schools throughout the province of Newfoundland. The surveys provided both teachers and principals with an opportunity to voice their opinions concerning the provision of science curriculum in their schools. The study has resulted in recommendations with respect to pre-service training, curriculum development, teacher workload, small school funding, distance education offerings, professional development, and science lab facilities. It is hoped that the information gathered in the study can be used to improve the provision of science curriculum in Newfoundland's small schools.

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