Megan Taylor

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}
}