Difference between revisions of "Taylor (2013)"
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<span style="font-size: large">''Replacing the 'Teacher-proof' Curriculum With the 'Curriculum-proof' Teacher: Toward More Effective Interactions With Mathematics Textbooks''</span> | |||
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]. | 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]. | ||
Revision as of 02:41, 29 October 2013
Replacing the 'Teacher-proof' Curriculum With the 'Curriculum-proof' Teacher: Toward More Effective Interactions With Mathematics Textbooks
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.
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.
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)
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
@article{Taylor2013, 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 = {Taylor, Megan Westwood}, doi = {10.1080/00220272.2012.710253}, issn = {0022-0272}, journal = {Journal of Curriculum Studies}, keywords = {curriculum adaptation,mathematics curriculum,mathematics teachers,professional development}, month = jun, number = {3}, pages = {295--321}, 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} }