Difference between pages "Taylor (2013)" and "Cobb & Yackel (1996)"

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The article ''Replacing the 'Teacher-proof' Curriculum With the 'Curriculum-proof' Teacher: Toward More Effective Interactions With Mathematics Textbooks'' was written by [[Megan Taylor]] and published in the [[Journal of Curriculum Studies]] in 2013. The article is available from Taylor & Francis Online at [http://www.tandfonline.com/doi/abs/10.1080/00220272.2012.710253 http://www.tandfonline.com/doi/abs/10.1080/00220272.2012.710253].
{{Title|Constructivist, Emergent, and Sociocultural Perspectives in the Context of Developmental Research}}
__NOTOC__
* Authors: [[Paul Cobb]] and [[Erna Yackel]]
* Journal: [[Educational Psychologist]]
* Year: 1996
* Source: http://www.tandfonline.com/doi/abs/10.1080/00461520.1996.9653265


== Abstract ==
==Abstract==
 
Our overall intent is to clarify relations between the psychological constructivist, sociocultural, and emergent perspectives. We provide a grounding for the comparisons in the first part of the article by outlining an interpretive framework that we developed in the course of a classroom-based research project. At this level of classroom processes, the framework involves an emergent approach in which psychological constructivist analyses of individual activity are coordinated with interactionist analyses of classroom interactions and discourse. In the second part of the article, we describe an elaboration of the framework that locates classroom processes in school and societal contexts. The perspective taken at this level is broadly sociocultural and focuses on the influence of individuals' participation in culturally organized practices. In the third part of the article, we use the discussion of the framework as a backdrop against which to compare and contrast the three theoretical perspectives. We discuss how the emergent approach augments the psychological constructivist perspective by making it possible to locate analyses of individual students' constructive activities in social context. In addition, we consider the purposes for which the emergent and sociocultural perspectives might be particularly appropriate and observe that they together offer characterizations of individual students' activities, the classroom community, and broader communities of practice.
<blockquote>
This research examines secondary mathematics teachers’ use of textbook curriculum materials within ‘typical’ cycles of planning and teaching in a school year. The curriculum use of four teachers from the western US was examined before and after engagement in a form of professional development focused on more purposeful and flexible curriculum use. A multiple case study approach was used in order to uncover and describe patterns of curriculum use over time in greater detail. Planning and teaching materials were collected, grouped, and coded for reflectivity of more effective adaptations. Overall, the number of textbook materials teachers used as-is dropped dramatically while the number of materials they adapted increased. This finding was true regardless of teaching experience, teaching context, textbook used, or content taught. Furthermore, the types of adaptations teachers made to their curricula were more deliberate and student-specific in the spring than they were in the beginning of the school year. This research sits within the broader domain of understanding how mathematics teachers use curriculum and raises new questions about how, when, and why teachers make changes to textbook materials.
</blockquote>
 
== Detailed Summary of 'Replacing the 'Teacher-proof' Curriculum With the 'Curriculum-proof' Teacher: Toward More Effective Interactions With Mathematics Textbooks'' ==
 
=== Introduction ===
 
==== Effective Curriculum Use: An Organizing Framework ====
 
=== Research Question ===
 
=== Method ===
 
==== Participants ====
 
==== The Professional Development Course ====
 
==== Immediate Use ====
 
==== Sustained Use ====
 
==== Manageable Use ====
 
==== Addressing 'Big Issues' in Practice ====
 
==== Data Sources and Initial Analyses ====
 
==== Types of Adaptation ====
 
==== Material Categories ====
 
==== Design and Use of Rubrics ====
 
=== Results ===
 
==== 'Curriculum adaptation is inevitable and difficult' ([[Schnepp (2009)|Schnepp, 2009]]) ====
 
==== Changes in Categories of Materials ====
 
==== Changes in Material Types ====
 
==== Changes in Material Sub-types ====
 
==== Changes in Materials' Reflectivity of the MCAA Process ====
 
=== Interpretation of Results ===
 
=== Implications and Future Directions ===
 
==== Facilitating Teacher Change ====
 
==== Contributions to the Field ====
 
 
== About ==
 
=== APA ===
 
Taylor, M. W. (2013). Replacing the “teacher-proof” curriculum with the “curriculum-proof” teacher: Toward more effective interactions with mathematics textbooks. Journal of Curriculum Studies, 45(3), 295–321. doi:10.1080/00220272.2012.710253
 
=== BibTeX ===


==Cite==
;APA
: Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. ''Educational Psychologist'', 31(3-4), 175–190. doi:10.1080/00461520.1996.9653265
;BibTeX
<pre>
<pre>
@article{Taylor2013,
@article{Cobb1996a,
abstract = {This research examines secondary mathematics teachers’ use of textbook curriculum materials within ‘typical’ cycles of planning and teaching in a school year. The curriculum use of four teachers from the western US was examined before and after engagement in a form of professional development focused on more purposeful and flexible curriculum use. A multiple case study approach was used in order to uncover and describe patterns of curriculum use over time in greater detail. Planning and teaching materials were collected, grouped, and coded for reflectivity of more effective adaptations. Overall, the number of textbook materials teachers used as-is dropped dramatically while the number of materials they adapted increased. This finding was true regardless of teaching experience, teaching context, textbook used, or content taught. Furthermore, the types of adaptations teachers made to their curricula were more deliberate and student-specific in the spring than they were in the beginning of the school year. This research sits within the broader domain of understanding how mathematics teachers use curriculum and raises new questions about how, when, and why teachers make changes to textbook materials.},
author = {Cobb, Paul and Yackel, Erna},
author = {Taylor, Megan Westwood},
doi = {10.1080/00461520.1996.9653265},
doi = {10.1080/00220272.2012.710253},
journal = {Educational Psychologist},
issn = {0022-0272},
number = {3-4},
journal = {Journal of Curriculum Studies},
pages = {175--190},
keywords = {curriculum adaptation,mathematics curriculum,mathematics teachers,professional development},
title = {{Constructivist, emergent, and sociocultural perspectives in the context of developmental research}},
month = jun,
url = {http://www.tandfonline.com/doi/abs/10.1080/00461520.1996.9653265},
number = {3},
volume = {31},
pages = {295--321},
year = {1996}
title = {{Replacing the 'teacher-proof' curriculum with the 'curriculum-proof' teacher: Toward more effective interactions with mathematics textbooks}},
url = {http://www.tandfonline.com/doi/abs/10.1080/00220272.2012.710253},
volume = {45},
year = {2013}
}
}
</pre>
</pre>


[[Category:Articles]]
[[Category:Journal Articles]]
[[Category:Journal of Curriculum Studies]]
[[Category:Educational Psychologist]]
[[Category:Curriculum Use]]
[[Category:1996]]
[[Category:Learning Sciences]]

Latest revision as of 20:34, 29 May 2021

Constructivist, Emergent, and Sociocultural Perspectives in the Context of Developmental Research

Abstract

Our overall intent is to clarify relations between the psychological constructivist, sociocultural, and emergent perspectives. We provide a grounding for the comparisons in the first part of the article by outlining an interpretive framework that we developed in the course of a classroom-based research project. At this level of classroom processes, the framework involves an emergent approach in which psychological constructivist analyses of individual activity are coordinated with interactionist analyses of classroom interactions and discourse. In the second part of the article, we describe an elaboration of the framework that locates classroom processes in school and societal contexts. The perspective taken at this level is broadly sociocultural and focuses on the influence of individuals' participation in culturally organized practices. In the third part of the article, we use the discussion of the framework as a backdrop against which to compare and contrast the three theoretical perspectives. We discuss how the emergent approach augments the psychological constructivist perspective by making it possible to locate analyses of individual students' constructive activities in social context. In addition, we consider the purposes for which the emergent and sociocultural perspectives might be particularly appropriate and observe that they together offer characterizations of individual students' activities, the classroom community, and broader communities of practice.

Cite

APA
Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31(3-4), 175–190. doi:10.1080/00461520.1996.9653265
BibTeX
@article{Cobb1996a,
author = {Cobb, Paul and Yackel, Erna},
doi = {10.1080/00461520.1996.9653265},
journal = {Educational Psychologist},
number = {3-4},
pages = {175--190},
title = {{Constructivist, emergent, and sociocultural perspectives in the context of developmental research}},
url = {http://www.tandfonline.com/doi/abs/10.1080/00461520.1996.9653265},
volume = {31},
year = {1996}
}