Difference between pages "Ball & Cohen (1996)" and "Cobb & Yackel (1996)"

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{{Title|Reform by the Book: What Is—or Might Be—the Role of Curriculum Materials in Teacher Learning and Instructional Reform?}}
{{Title|Constructivist, Emergent, and Sociocultural Perspectives in the Context of Developmental Research}}
__NOTOC__
__NOTOC__
The article ''Reform by the Book: What Is—or Might Be—the Role of Curriculum Materials in Teacher Learning and Instructional Reform?'' was written by [[Deborah Ball|Deborah Loewenberg Ball]] and [[David Cohen|David K. Cohen]] and published in ''[[Educational Researcher]]'' in 1996.
* Authors: [[Paul Cobb]] and [[Erna Yackel]]
* Journal: [[Educational Psychologist]]
* Year: 1996
* Source: http://www.tandfonline.com/doi/abs/10.1080/00461520.1996.9653265


== Outline of Headings ==
==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.
* Curriculum Materials as Agents of Instructional Improvement
** Relations of Textbooks, Teachers, and Teaching: A Closer Look
* How Might Curriculum Materials Contribute More?
** Crossing Boundaries
** Improved Instruction
** Partners in Practice
* Conclusion
 
== Summary ==
 
Commercial curriculum has an enormous influence on teaching practice ([[Goodlad (1984)|Goodlad, 1984]])<!--A place called school-->, but Ball and Cohen claim that the role of the textbook is not always well-defined. Sometimes new curriculum materials designed to carefully shape what students learn meet sources of resistance:
 
* Those concerned about the de-skilling of teaching ([[Apple (1990)|Apple, 1990]])
* Those who resist curricular change ([[Dow (1991)|Dow, 1991]]; [[Sarason (1982)|Sarason, 1982]])
* Lack of support for teachers using innovative materials ([[Dow (1991)|Dow, 1991]]; [[Powell, Farrar, & Cohen (1985)|Powell, Farrar, & Cohen, 1985]]; [[Sarason (1982)|Sarason, 1982]]).
* Variability in teacher beliefs, knowledge, etc. that affect enactment ([[Schwille, Porter, Floden, Freeman, Knapp, Kuhs, & Schmidt (1983)|Schwille et al., 1983]])
* Teachers who "disparage textbooks...announcing disdainfully that they to not use texts" (p. 6); textbooks are viewed by some as a conservative influence ([[Ben-Peretz (1990)|Ben-Peretz, 1990]]) that constrains knowledge and teaching ([[Apple & Jungck (1990)|Apple & Jungck, 1990]]; [[Ball & Feiman-Nemser (1988)|Ball & Feiman-Nemser, 1988]]) and limit student learning ([[Elliot (1990)|Elliot, 1990]]).
 
The idealism towards teacher autonomy and creativity, say Ball and Cohen, has led to a "hostility to texts" (p. 6) that interferes with the ability to consider the constructive role of curricular materials. Curriculum developers have typically believed that their materials had a direct effect on students ([[Dow (1991)|Dow, 1991]]) and rarely cooperated with teachers in curriculum design ([[Ben-Peretz (1990)|Ben-Peretz, 1990]]). Ball and Cohen argue that curriculum materials could play a more positive role in practice in several ways:
 
* '''Crossing Boundaries''': If the goals and rationales of the curriculum developer were made explicit in teacher support materials, teachers could better understand the content, how it was intended to be taught, be prepared for issues that might arise upon enactment, and better understand how the learning of current content influences the learning of future content.
* '''Improved Instruction''': Instead of focusing on ''[[fidelity of implementation]]'', curriculum adoption should be seen as an opportunity for [[professional development]] and teacher cooperation targeted at increasing [[teacher learning]] and effectiveness.
* '''Partners in Practice''': For curriculum of this quality to be developed, more research is required on teacher learning and curriculum use, instead of viewing curriculum simply as something for student use.
 
Ball and Cohen recommend that curricula be created that helps inform teachers about its use, what student work should look like, and strategies that have proven successful for other teachers. This requires focusing on curriculum as enacted, including both teachers' and students' thinking and the contribution curriculum makes to the classroom environment.
<!--
Apple: PDK
Ball & Feiman-Nemser: Using textbooks and teachers' guides
Ben-Peretz: the teacher-curriculum encounter: freeing teachers from the tyranny of texts
Dow: Schoolhouse politics
Elliot: chapter - textbooks and curriculum in the postwar era
Powell et al: Shopping mall high school
Sarason: The culture of school and the problem of change
-->
 
== Also ==
 
* [[Special:WhatLinksHere/Ball & Cohen (1996)|Pages linking here]]
 
=== APA ===
 
Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is - or might be - the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6–8, 14. doi:10.3102/0013189X025009006
 
=== 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{Ball1996,
@article{Cobb1996a,
author = {Ball, Deborah Loewenberg and Cohen, David K.},
author = {Cobb, Paul and Yackel, Erna},
doi = {10.3102/0013189X025009006},
doi = {10.1080/00461520.1996.9653265},
journal = {Educational Researcher},
journal = {Educational Psychologist},
number = {9},
number = {3-4},
pages = {6--8, 14},
pages = {175--190},
title = {{Reform by the book: What is—or might be—the role of curriculum materials in teacher learning and instructional reform?}},
title = {{Constructivist, emergent, and sociocultural perspectives in the context of developmental research}},
url = {http://edr.sagepub.com/content/25/9/6},
url = {http://www.tandfonline.com/doi/abs/10.1080/00461520.1996.9653265},
volume = {25},
volume = {31},
year = {1996}
year = {1996}
}
}
</pre>
</pre>


[[Category:Summaries]]
[[Category:Journal Articles]]
[[Category:Journal Articles]]
[[Category:Educational Researcher]]
[[Category:Educational Psychologist]]
[[Category:1996]]
[[Category:1996]]
[[Category:Curriculum Use]]
[[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}
}
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