Text to be used as one of the references: Curriculum Leadership (4th edition) written by Alan A. Glatthorn, Floyd Boschee, Bruce M. Whitehead and Bonni F. Boschee Case Study: Integrating Curriculum Theory (found in the above mentioned text) Bruce Novac has been a Pk-5 elementary school principal in the Plentywood School District for the past two years. This is the beginning of his third year and the year in the district in which he will be up for tenure. He has a meeting scheduled with the school superintendent, Dr. Robert Kerr, and the curriculum director, Dr. Karla Johnson, to review test scores data of the third-grade students in his school. The results revealed that the third-grade students’ scores were well below state and federal guidelines for proficiency. In fact, second-grade students had higher achievement scores than the third-grade students in his school. Mr. Novac was told by the two central office administrators that this theory of curriculum implementation was not working. In fact, what he was doing was held in low regard by the teachers in his school. In a panic, Novac begins to search for some answers on curriculum theories espoused by authors of curriculum textbooks and in educational jounals. His focus is captured by structure-oriented, value-oriented, content-oriented, and process-oriented curriculum theories, which he hopes will provide answers to the third-grade low-achievement dilemma in his school. Question to answer: Student achievement is often thought to be the result of curriculum theory that teachers support. How can Mr. Novac educate and motivate the third-grade teachers to integrate sound curriculum theory into their day-to-day work with students?