INNOVATION IN 2 ALTERNATIVE ELEMENTARY-SCHOOL PROGRAMS - WHY IT WORKS

The purpose of this paper was to describe and interpret the factors th at supported and maintained curricular innovation at two alternative e lementary schools. The two schools have Project Adventure as their cur riculum focus and use the concepts of risk, challenge, trust, cooperat ion, and problem solving; briefing and debriefing; and personal goal-s etting contracts as part of their schoolwide curriculum (Project Adven ture, 1991). Data were collected through formal interviews with the ph ysical education teachers, the principals, and four classroom teachers at each school. Nonparticipant observation, field notes, informal int erviews, and document analysis were also conducted. Inductive analysis and constant comparison were used to analyze and organize the data th roughout the research process. Five factors emerged that supported the implementation of this innovative physical education program: a share d vision, external support for the schools' programs, curricula integr ation, centrality of physical education, and shared derision making: P roject Adventure at these schools provides an example of substantive c urricular reform where physical education was a critical element in th e school programs.