Brown & Edelson (2003)

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Teaching As Design: Can We Better Understand the Ways in Which Teachers Use Materials So We Can Better Design Materials to Support Their Changes in Practice?

Abstract

Teacher practice is in many ways a design-based activity. This report discusses the ways that teachers interacted with curriculum materials from the LeTUS Global Warming Project, focusing on how they interpreted and used these materials in the process of crafting customized instruction for their classrooms. We introduce a taxonomy for interpreting how teachers adapted, offloaded onto and improvised with the curriculum materials and propose a framework for describing teachers' capacity to design with curriculum materials. We also introduce the notion of pedagogical design capacity and discuss its implications for the design of curriculum materials and curriculum-based professional development.

Outline of Headings

  • Interpreting Teaching as Design
  • Historical Perspective
  • Understanding the Intersection Between Teacher Practice and the Design of Curricular Innovations
  • Characteristics of and Variations in Practice
  • The Design Capacity for Enactment Framework
  • Implications

Also

APA
Brown, M. W., & Edelson, D. C. (2003). Teaching as design: Can we better understand the ways in which teachers use materials so we can better design materials to support their changes in practice? (p. 11). Evanston, IL. Retrieved from http://www.letus.org/PDF/teaching_as_design.pdf
BibTeX
@techreport{Brown2003,
address = {Evanston, IL},
author = {Brown, Matthew W. and Edelson, Daniel C.},
institution = {Center for Learning Technolgies in Urban Schools},
pages = {11},
title = {{Teaching as design: Can we better understand the ways in which teachers use materials so we can better design materials to support their changes in practice?}},
url = {http://www.letus.org/PDF/teaching\_as\_design.pdf},
year = {2003}
}