Difference between revisions of "Drake & Sherin (2006)"
imported>Raymond Johnson |
imported>Raymond Johnson |
||
Line 1: | Line 1: | ||
[[Corey Drake]] and [[Miriam Sherin]] | The article ''Practicing Change: Curriculum Adaptation and Teacher Narrative in the Context of Mathematics Education Reform'' was written by [[Corey Drake]] and [[Miriam Sherin]] and published in [[Curriculum Inquiry]] in 2006. The article is available at the Wiley Online Library at [http://onlinelibrary.wiley.com/doi/10.1111/j.1467-873X.2006.00351.x/abstract http://onlinelibrary.wiley.com/doi/10.1111/j.1467-873X.2006.00351.x/abstract]. | ||
== Abstract == | == Abstract == | ||
Line 5: | Line 5: | ||
The use of reform-based curricula is one possible avenue for the widespread implementation of mathematics education reform. In this article, we present two urban elementary teachers' models of curriculum use that describe how each teacher used a reform-oriented mathematics curriculum. In particular, we examine when and how the teachers made adaptations to the curriculum. We find that each teacher had a distinctive pattern of adaptation when using the curriculum. Furthermore, these patterns were related to three key aspects of the teachers' own experiences with mathematics: their early memories of learning mathematics, their current perceptions of themselves as mathematics learners, and their mathematical interactions with family members. Implications for curriculum design and implementation are discussed. | The use of reform-based curricula is one possible avenue for the widespread implementation of mathematics education reform. In this article, we present two urban elementary teachers' models of curriculum use that describe how each teacher used a reform-oriented mathematics curriculum. In particular, we examine when and how the teachers made adaptations to the curriculum. We find that each teacher had a distinctive pattern of adaptation when using the curriculum. Furthermore, these patterns were related to three key aspects of the teachers' own experiences with mathematics: their early memories of learning mathematics, their current perceptions of themselves as mathematics learners, and their mathematical interactions with family members. Implications for curriculum design and implementation are discussed. | ||
== | == Detailed Summary of ''Practicing Change: Curriculum Adaptation and Teacher Narrative in the Context of Mathematics Education Reform'' == | ||
=== The Reform Context === | |||
=== Theoretical Framework === | |||
==== Narrative Identity and the Implementation of Reform ==== | |||
==== Curriculum Use and Adaptation ==== | |||
=== Methodology === | |||
==== Data Sources ==== | |||
==== Data Analysis ==== | |||
=== Beth and Linda as Mathematics Teachers and Learners === | |||
==== Beth's Mathematics Story ==== | |||
==== Linda's Mathematics Story ==== | |||
=== Models of Curriculum Use and the Role of Adaptation === | |||
==== Beth's Model of Curriculum Use ==== | |||
==== Example of Beth’s Model of Curriculum Use ==== | |||
==== Linda’s Model of Curriculum Use ==== | |||
==== Example of Linda’s Model of Curriculum Use ==== | |||
==== Beth and Linda—A Summary ==== | |||
=== Understanding Adaptation Through the Lens of Teacher Narrative === | |||
==== The Teachers' Early Experiences and Patterns of Adaptation ==== | |||
==== Teachers' Current Understandings and Patterns of Adaptation ==== | |||
==== Family Matters and Patterns of Adaptation ==== | |||
=== Implications === | |||
== About == | |||
=== APA === | === APA === | ||
Line 30: | Line 75: | ||
</pre> | </pre> | ||
[[Category:Articles]] | |||
[[Category:Curriculum Inquiry]] | |||
[[Category:Curriculum Use]] | [[Category:Curriculum Use]] |
Revision as of 07:13, 20 October 2013
The article Practicing Change: Curriculum Adaptation and Teacher Narrative in the Context of Mathematics Education Reform was written by Corey Drake and Miriam Sherin and published in Curriculum Inquiry in 2006. The article is available at the Wiley Online Library at http://onlinelibrary.wiley.com/doi/10.1111/j.1467-873X.2006.00351.x/abstract.
Abstract
The use of reform-based curricula is one possible avenue for the widespread implementation of mathematics education reform. In this article, we present two urban elementary teachers' models of curriculum use that describe how each teacher used a reform-oriented mathematics curriculum. In particular, we examine when and how the teachers made adaptations to the curriculum. We find that each teacher had a distinctive pattern of adaptation when using the curriculum. Furthermore, these patterns were related to three key aspects of the teachers' own experiences with mathematics: their early memories of learning mathematics, their current perceptions of themselves as mathematics learners, and their mathematical interactions with family members. Implications for curriculum design and implementation are discussed.
Detailed Summary of Practicing Change: Curriculum Adaptation and Teacher Narrative in the Context of Mathematics Education Reform
The Reform Context
Theoretical Framework
Narrative Identity and the Implementation of Reform
Curriculum Use and Adaptation
Methodology
Data Sources
Data Analysis
Beth and Linda as Mathematics Teachers and Learners
Beth's Mathematics Story
Linda's Mathematics Story
Models of Curriculum Use and the Role of Adaptation
Beth's Model of Curriculum Use
Example of Beth’s Model of Curriculum Use
Linda’s Model of Curriculum Use
Example of Linda’s Model of Curriculum Use
Beth and Linda—A Summary
Understanding Adaptation Through the Lens of Teacher Narrative
The Teachers' Early Experiences and Patterns of Adaptation
Teachers' Current Understandings and Patterns of Adaptation
Family Matters and Patterns of Adaptation
Implications
About
APA
Drake, C., & Sherin, M. G. (2006). Practicing change: Curriculum adaptation and teacher narrative in the context of mathematics education reform. Curriculum Inquiry, 36(2), 153–187. doi:10.1111/j.1467-873X.2006.00351.x
BibTeX
@article{Drake2006, abstract = {The use of reform-based curricula is one possible avenue for the widespread implementation of mathematics education reform. In this article, we present two urban elementary teachers' models of curriculum use that describe how each teacher used a reform-oriented mathematics curriculum. In particular, we examine when and how the teachers made adaptations to the curriculum. We find that each teacher had a distinctive pattern of adaptation when using the curriculum. Furthermore, these patterns were related to three key aspects of the teachers' own experiences with mathematics: their early memories of learning mathematics, their current perceptions of themselves as mathematics learners, and their mathematical interactions with family members. Implications for curriculum design and implementation are discussed.}, author = {Drake, Corey and Sherin, Miriam Gamoran}, doi = {10.1111/j.1467-873X.2006.00351.x}, issn = {0362-6784}, journal = {Curriculum Inquiry}, month = jun, number = {2}, pages = {153--187}, title = {{Practicing change: Curriculum adaptation and teacher narrative in the context of mathematics education reform}}, url = {http://doi.wiley.com/10.1111/j.1467-873X.2006.00351.x}, volume = {36}, year = {2006} }