Difference between revisions of "Sherin & Drake (2009)"
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{{Title|Curriculum Strategy Framework: Investigating Patterns in Teachers' Use of a Reform‐based Elementary Mathematics Curriculum}} | |||
__NOTOC__ | |||
* Author: [[Miriam Sherin]] and [[Corey Drake]] | |||
* Journal: [[Journal of Curriculum Studies]] | |||
* Year: 2009 | |||
* Source: http://www.tandfonline.com/doi/abs/10.1080/00220270802696115 | |||
== Abstract == | ==Abstract== | ||
The goal of this paper is to introduce the curriculum strategy framework as a way to characterize | The goal of this paper is to introduce the curriculum strategy framework as a way to characterize teachers' interactions with curriculum materials. The framework focuses on three key interpretive activities: reading, evaluating, and adapting curriculum materials. Describing an individual teacher's curriculum strategy involves identifying the manner in which a teacher engages with each of these activities before, during, and after instruction. This paper presents the results of a study in which the framework was used to identify patterns in the curriculum strategies of 10 elementary‐school teachers who were using a reform‐based mathematics curriculum for the first time. It concludes with directions for further research using the curriculum strategy framework, and implications of this work for curriculum designers. | ||
==Corrolary== | |||
;APA | |||
: Sherin, M. G., & Drake, C. (2009). Curriculum strategy framework: Investigating patterns in teachers’ use of a reform‐based elementary mathematics curriculum. ''Journal of Curriculum Studies'', 41(4), 467–500. doi:10.1080/00220270802696115 | |||
;BibTeX | |||
<pre> | <pre> | ||
@article{Sherin2009, | @article{Sherin2009, | ||
abstract = {The goal of this paper is to introduce the curriculum strategy framework as a way to characterize | abstract = {The goal of this paper is to introduce the curriculum strategy framework as a way to characterize teachers' interactions with curriculum materials. The framework focuses on three key interpretive activities: reading, evaluating, and adapting curriculum materials. Describing an individual teacher's curriculum strategy involves identifying the manner in which a teacher engages with each of these activities before, during, and after instruction. This paper presents the results of a study in which the framework was used to identify patterns in the curriculum strategies of 10 elementary‐school teachers who were using a reform‐based mathematics curriculum for the first time. It concludes with directions for further research using the curriculum strategy framework, and implications of this work for curriculum designers.}, | ||
author = {Sherin, Miriam Gamoran and Drake, Corey}, | author = {Sherin, Miriam Gamoran and Drake, Corey}, | ||
doi = {10.1080/00220270802696115}, | doi = {10.1080/00220270802696115}, | ||
journal = {Journal of Curriculum Studies}, | journal = {Journal of Curriculum Studies}, | ||
number = {4}, | number = {4}, | ||
pages = {467--500}, | pages = {467--500}, | ||
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volume = {41}, | volume = {41}, | ||
year = {2009} | year = {2009} | ||
</pre> | </pre> | ||
[[Category:Journal Articles]] | |||
[[Category:Journal of Curriculum Studies]] | |||
[[Category:2009]] | |||
[[Category:Curriculum Use]] | [[Category:Curriculum Use]] |
Latest revision as of 20:47, 17 August 2014
Curriculum Strategy Framework: Investigating Patterns in Teachers' Use of a Reform‐based Elementary Mathematics Curriculum
- Author: Miriam Sherin and Corey Drake
- Journal: Journal of Curriculum Studies
- Year: 2009
- Source: http://www.tandfonline.com/doi/abs/10.1080/00220270802696115
Abstract
The goal of this paper is to introduce the curriculum strategy framework as a way to characterize teachers' interactions with curriculum materials. The framework focuses on three key interpretive activities: reading, evaluating, and adapting curriculum materials. Describing an individual teacher's curriculum strategy involves identifying the manner in which a teacher engages with each of these activities before, during, and after instruction. This paper presents the results of a study in which the framework was used to identify patterns in the curriculum strategies of 10 elementary‐school teachers who were using a reform‐based mathematics curriculum for the first time. It concludes with directions for further research using the curriculum strategy framework, and implications of this work for curriculum designers.
Corrolary
- APA
- Sherin, M. G., & Drake, C. (2009). Curriculum strategy framework: Investigating patterns in teachers’ use of a reform‐based elementary mathematics curriculum. Journal of Curriculum Studies, 41(4), 467–500. doi:10.1080/00220270802696115
- BibTeX
@article{Sherin2009, abstract = {The goal of this paper is to introduce the curriculum strategy framework as a way to characterize teachers' interactions with curriculum materials. The framework focuses on three key interpretive activities: reading, evaluating, and adapting curriculum materials. Describing an individual teacher's curriculum strategy involves identifying the manner in which a teacher engages with each of these activities before, during, and after instruction. This paper presents the results of a study in which the framework was used to identify patterns in the curriculum strategies of 10 elementary‐school teachers who were using a reform‐based mathematics curriculum for the first time. It concludes with directions for further research using the curriculum strategy framework, and implications of this work for curriculum designers.}, author = {Sherin, Miriam Gamoran and Drake, Corey}, doi = {10.1080/00220270802696115}, journal = {Journal of Curriculum Studies}, number = {4}, pages = {467--500}, title = {{Curriculum strategy framework: Investigating patterns in teachers' use of a reform‐based elementary mathematics curriculum}}, url = {http://www.tandfonline.com/doi/abs/10.1080/00220270802696115}, volume = {41}, year = {2009}