Difference between revisions of "Davis & Krajcik (2005)"

Revision as of 15:35, 1 November 2013

Designing Educative Curriculum Materials to Promote Teacher Learning

The article Designing Educative Curriculum Materials to Promote Teacher Learning was written by Elizabeth Davis and Joseph Krajcik and published in Educational Researcher in 2005. The article is available from Sage Publishers at http://edr.sagepub.com/content/34/3/3.

Abstract

Curriculum materials for Grades K–12 that are intended to promote teacher learning in addition to student learning have come to be called educative curriculum materials. How can K–12 curriculum materials be designed to best promote teacher learning? What might teacher learning with educative curriculum materials look like? The authors present a set of design heuristics for educative curriculum materials to further the principled design of these materials. They build from ideas about teacher learning and organize the heuristics around important parts of a teacher's knowledge base: subject matter knowledge, pedagogical content knowledge for topics, and pedagogical content knowledge for disciplinary practices. These heuristics provide a context for a theoretically oriented discussion of how features of educative curriculum materials may promote teacher learning, by serving as cognitive tools that are situated in teachers' practice. The authors explore challenges in the design of educative curriculum materials, such as the tension between providing guidance and choice.

Outline of Headings

Goals and Structure of the Article
Teacher Learning and Teacher Knowledge
The Design of Educative Curriculum Materials: Some High-Level Guidelines
Design Heuristics for Educative Curriculum Materials
- Developing the Design Heuristics and the Issue of Generality
- The Substance of a Design Heuristic
How Educative Curriculum Materials Promote Teacher Learning: An Example
Limitations of Educative Curriculum Materials
Tensions in Designing Educative Curriculum Materials
- Tensions in Determining an Appropriate Amount of Guidance and Prescription
- Tensions in Designing for Different Teachers
Alternative Structures for Delivering Curriculum Materials
What Next?

Also

Mendeley: http://www.mendeley.com/catalog/designing-educative-curriculum-materials-promote-teacher-learning/

APA

Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3–14. doi:10.3102/0013189X034003003

BibTeX

@article{Davis2005,
author = {Davis, Elizabeth A. and Krajcik, Joseph S.},
doi = {10.3102/0013189X034003003},
journal = {Educational Researcher},
number = {3},
pages = {3--14},
title = {{Designing educative curriculum materials to promote teacher learning}},
url = {http://edr.sagepub.com/content/34/3/3},
volume = {34},
year = {2005}
}

@@ Line 1: / Line 1: @@
-The article ''Designing Educative Curriculum Materials to Promote Teacher Learning'' was written by [[Elizabeth Davis]] and [[Joseph Krajcik]] and published in [[Educational Researcher]] in 2005. The article is available from Sage Publishers at [http://edr.sagepub.com/content/34/3/3 http://edr.sagepub.com/content/34/3/3].
+{{Title|Designing Educative Curriculum Materials to Promote Teacher Learning}}
+__NOTOC__
+The article ''Designing Educative Curriculum Materials to Promote Teacher Learning'' was written by [[Elizabeth Davis]] and [[Joseph Krajcik]] and published in ''[[Educational Researcher]]'' in 2005. The article is available from Sage Publishers at [http://edr.sagepub.com/content/34/3/3 http://edr.sagepub.com/content/34/3/3].
 == Abstract ==
-<blockquote>
 Curriculum materials for Grades K–12 that are intended to promote teacher learning in addition to student learning have come to be called educative curriculum materials. How can K–12 curriculum materials be designed to best promote teacher learning? What might teacher learning with educative curriculum materials look like? The authors present a set of design heuristics for educative curriculum materials to further the principled design of these materials. They build from ideas about teacher learning and organize the heuristics around important parts of a teacher's knowledge base: subject matter knowledge, pedagogical content knowledge for topics, and pedagogical content knowledge for disciplinary practices. These heuristics provide a context for a theoretically oriented discussion of how features of educative curriculum materials may promote teacher learning, by serving as cognitive tools that are situated in teachers' practice. The authors explore challenges in the design of educative curriculum materials, such as the tension between providing guidance and choice.
-</blockquote>
-== Detailed Summary of ''Designing Educative Curriculum Materials to Promote Teacher Learning'' ==
+== Outline of Headings ==
-=== Goals and Structure of the Article ===
+* Goals and Structure of the Article
+* Teacher Learning and Teacher Knowledge
+* The Design of Educative Curriculum Materials: Some High-Level Guidelines
+* Design Heuristics for Educative Curriculum Materials
+** Developing the Design Heuristics and the Issue of Generality
+** The Substance of a Design Heuristic
+* How Educative Curriculum Materials Promote Teacher Learning: An Example
+* Limitations of Educative Curriculum Materials
+* Tensions in Designing Educative Curriculum Materials
+** Tensions in Determining an Appropriate Amount of Guidance and Prescription
+** Tensions in Designing for Different Teachers
+* Alternative Structures for Delivering Curriculum Materials
+* What Next?
-=== Teacher Learning and Teacher Knowledge ===
+== Also ==
-=== The Design of Educative Curriculum Materials: Some High-Level Guidelines ===
+* Mendeley: http://www.mendeley.com/catalog/designing-educative-curriculum-materials-promote-teacher-learning/
-=== Design Heuristics for Educative Curriculum Materials ===
-==== Developing the Design Heuristics and the Issue of Generality ====
-==== The Substance of a Design Heuristic ====
-=== How Educative Curriculum Materials Promote Teacher Learning: An Example ===
-=== Limitations of Educative Curriculum Materials ===
-=== Tensions in Designing Educative Curriculum Materials ===
-==== Tensions in Determining an Appropriate Amount of Guidance and Prescription ====
-==== Tensions in Designing for Different Teachers ====
-=== Alternative Structures for Delivering Curriculum Materials ===
-=== What Next? ===
-== About ==
-=== Mendeley ===
-[http://www.mendeley.com/catalog/designing-educative-curriculum-materials-promote-teacher-learning/ http://www.mendeley.com/catalog/designing-educative-curriculum-materials-promote-teacher-learning/]
 === APA ===
-Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3–14. doi:10.3102/0013189X034003003
+Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. ''Educational Researcher'', 34(3), 3–14. doi:10.3102/0013189X034003003
 === BibTeX ===
@@ Line 50: / Line 35: @@
 <pre>
 @article{Davis2005,
-abstract = {Curriculum materials for Grades K–12 that are intended to promote teacher learning in addition to student learning have come to be called educative curriculum materials. How can K–12 curriculum materials be designed to best promote teacher learning? What might teacher learning with educative curriculum materials look like? The authors present a set of design heuristics for educative curriculum materials to further the principled design of these materials. They build from ideas about teacher learning and organize the heuristics around important parts of a teacher's knowledge base: subject matter knowledge, pedagogical content knowledge for topics, and pedagogical content knowledge for disciplinary practices. These heuristics provide a context for a theoretically oriented discussion of how features of educative curriculum materials may promote teacher learning, by serving as cognitive tools that are situated in teachers' practice. The authors explore challenges in the design of educative curriculum materials, such as the tension between providing guidance and choice.},
 author = {Davis, Elizabeth A. and Krajcik, Joseph S.},
 doi = {10.3102/0013189X034003003},