Taylor (2013) - Revision history

imported>Raymond Johnson: formatting

2014-01-21T19:21:23Z

formatting

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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>~~		{{Title\|Replacing the 'Teacher-proof' Curriculum With the 'Curriculum-proof' Teacher: Toward More Effective Interactions With Mathematics Textbooks}}
	__NOTOC__		__NOTOC__
	~~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].		* Author: [[Megan Taylor]]
			* Journal: ''[[Journal of Curriculum Studies]]''
			* Year: 2013
			* Source: http://www.tandfonline.com/doi/abs/10.1080/00220272.2012.710253

	== Abstract ==		== 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.		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.

	== Outline of Article Headings ==		== Outline of Article Headings ==
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	== About ==		== About ==

	~~===~~ APA ~~===~~		;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
	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

	~~===~~ BibTeX ~~===~~

	<pre>		<pre>
	@article{Taylor2013,		@article{Taylor2013,

imported>Raymond Johnson: notoc

2013-10-30T05:30:09Z

notoc

← Older revision		Revision as of 05:30, 30 October 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>		<span style="font-size: large">''Replacing the 'Teacher-proof' Curriculum With the 'Curriculum-proof' Teacher: Toward More Effective Interactions With Mathematics Textbooks''</span>
			__NOTOC__
	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].

imported>Raymond Johnson: /* Abstract */

2013-10-30T05:29:29Z

Abstract

← Older revision		Revision as of 05:29, 30 October 2013
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	== Abstract ==		== Abstract ==

	~~<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.		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>~~

	== Outline of Article Headings ==		== Outline of Article Headings ==

imported>Raymond Johnson: /* APA */

2013-10-30T05:29:17Z

APA

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	=== APA ===		=== 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		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 ===		=== BibTeX ===

imported>Raymond Johnson: /* Outline of Headings in Replacing the 'Teacher-proof' Curriculum With the 'Curriculum-proof' Teacher: Toward More Effective Interactions With Mathematics Textbooks */

2013-10-30T05:28:58Z

Outline of Headings in Replacing the 'Teacher-proof' Curriculum With the 'Curriculum-proof' Teacher: Toward More Effective Interactions With Mathematics Textbooks

← Older revision		Revision as of 05:28, 30 October 2013
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	</blockquote>		</blockquote>

	== Outline of Headings ~~in ''Replacing the 'Teacher-proof' Curriculum With the 'Curriculum-proof' Teacher: Toward More Effective Interactions With Mathematics Textbooks''~~ ==		== Outline of Article Headings ==

	* Introduction		* Introduction

imported>Raymond Johnson: add outline

2013-10-29T16:25:50Z

add outline

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 </blockquote>
-== Detailed Summary of ''Replacing the 'Teacher-proof' Curriculum With the 'Curriculum-proof' Teacher: Toward More Effective Interactions With Mathematics Textbooks'' ==
+== Outline of Headings in ''Replacing the 'Teacher-proof' Curriculum With the 'Curriculum-proof' Teacher: Toward More Effective Interactions With Mathematics Textbooks'' ==
 == About ==

imported>Raymond Johnson at 06:18, 29 October 2013

2013-10-29T06:18:54Z

← Older revision		Revision as of 06:18, 29 October 2013
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	[[Category:Journal Articles]]		[[Category:Journal Articles]]
	[[Category:Journal of Curriculum Studies]]		[[Category:Journal of Curriculum Studies]]
	[[Category:~~Year~~]]		[[Category:2013]]
	[[Category:Curriculum Use]]		[[Category:Curriculum Use]]

imported>Raymond Johnson at 06:12, 29 October 2013

2013-10-29T06:12:01Z

← Older revision		Revision as of 06:12, 29 October 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>		<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].

	== Abstract ==		== Abstract ==
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	</pre>		</pre>

	[[Category:Articles]]		[[Category:Journal Articles]]
	[[Category:Journal of Curriculum Studies]]		[[Category:Journal of Curriculum Studies]]
			[[Category:Year]]
	[[Category:Curriculum Use]]		[[Category:Curriculum Use]]

imported>Raymond Johnson at 02:41, 29 October 2013

2013-10-29T02:41:31Z

← Older revision		Revision as of 02:41, 29 October 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].

imported>Raymond Johnson at 21:02, 20 October 2013

2013-10-20T21:02:58Z

← Older revision		Revision as of 21:02, 20 October 2013
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	</blockquote>		</blockquote>

	== Detailed Summary of 'Replacing the 'Teacher-proof' Curriculum With the 'Curriculum-proof' Teacher: Toward More Effective Interactions With Mathematics Textbooks'' ==		== Detailed Summary of ''Replacing the 'Teacher-proof' Curriculum With the 'Curriculum-proof' Teacher: Toward More Effective Interactions With Mathematics Textbooks'' ==

	=== Introduction ===		=== Introduction ===