Difference between revisions of "Remillard (2005)"

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Remillard, J. T. (2005). Examining key concepts in research on teachers’ use of mathematics curricula. Review of Educational Research, 75(2), 211–246. doi:10.3102/00346543075002211
{{Title|Examining Key Concepts in Research on Teachers' Use of Mathematics Curricula}}
__NOTOC__
* Author: [[Janine Remillard]]
* Journal: ''[[Review of Educational Research]]''
* Year: 2005
* Source: http://rer.sagepub.com/content/75/2/211, http://www.jstor.org/stable/3516049, http://www.gse.upenn.edu/~janiner/pdf/RemillardRER.9.01.03.pdf (preprint)


== Summary ==
== Abstract ==


In this summary of research on teachers' use of mathematics curricula, [[Janine Remillard]] developed four categories of curriculum use.
Studies of teachers' use of mathematics curriculum materials are particularly timely given the current availability of reform-inspired curriculum materials and the increasingly widespread practice of mandating the use of a single curriculum to regulate mathematics teaching. A review of the research on mathematics curriculum use over the last 25 years reveals significant variation in findings and in theoretical foundations. The aim of this review is to examine the ways that central constructs of this body of research—such as curriculum use, teaching, and curriculum materials—are conceptualized and to consider the impact of various conceptualizations on knowledge in the field. Drawing on the literature, the author offers a framework for characterizing and studying teachers' interactions with curriculum materials.


=== Curriculum Use as Following or Subverting the Text ===
== Outline of Headings ==


These studies start with the text and then judge the fidelity with which teachers follow or don't follow the text.
* Distinguishing Between the Intended and the Enacted Curricula
* The Significance of Mathematics
* Methods of Selection and Analysis
* Multiple Meanings of Curriculum Use
** Curriculum Use as Following or Subverting the Text
** Curriculum Use as Drawing on the Text
** Curriculum Use as Interpretation of Text
** Curriculum Use as Participation With the Text
** Implications for Studies of Curriculum Use
* Conceptions of Teaching with Respect to Curriculum
** Teaching as Multidimensional
*** Remillard's Arenas of Curriculum Development
*** Sherin and Drake's Models of Curriculum Use
** Individual Teacher Characteristics and Resources
* Conceptions of Curriculum Materials
** Texts as Subjective Schemes
** Texts as Objectively Given Structures
* The Teacher-Curriculum Relationship
* Framing Future Research
** The Teacher
** The Curriculum
** The Planned and Enacted Curriculum
** The Possibility of Teacher Learning Through Curriculum Use
* Implications for Policy and Practice


=== Curriculum Use as Drawing on the Text ===
== Summary ==
 
These studies start with the classroom and then describe how teachers incorporate texts into their instruction.


=== Curriculum Use as Interpretation of Text ===


These studies assume the teachers are interpreting the text and that fidelity with the authors' intentions is impossible because each teacher relies on their own experiences and beliefs when using the text.


=== Curriculum Use as Participation With the Text ===
== Also ==


These studies focus on the "teacher-text relationship." Remillard describes the relationship as "collaboration with the materials" that "involves participation on the parts of both the teacher and the text" (p. 221). Although this overlaps with the previous curriculum use, what sets it apart is the focus on the activities of the teacher-text relationship, and not just the interpretation.
;APA
: Remillard, J. T. (2005). Examining key concepts in research on teachers' use of mathematics curricula. ''Review of Educational Research'', 75(2), 211–246. doi:10.3102/00346543075002211
;BibTeX
<pre>
@article{Remillard2005,
author = {Remillard, Janine T.},
doi = {10.3102/00346543075002211},
journal = {Review of Educational Research},
keywords = {curriculum materials,curriculum use,mathematics,teaching,textbooks},
number = {2},
pages = {211--246},
title = {{Examining key concepts in research on teachers' use of mathematics curricula}},
url = {http://rer.sagepub.com/cgi/doi/10.3102/00346543075002211},
volume = {75},
year = {2005}
}
</pre>


[[Category:Journal Articles]]
[[Category: Review of Educational Research]]
[[Category: 2005]]
[[Category:Curriculum Use]]
[[Category:Curriculum Use]]
[[Category:Articles]]

Revision as of 20:27, 10 May 2014

Examining Key Concepts in Research on Teachers' Use of Mathematics Curricula

Abstract

Studies of teachers' use of mathematics curriculum materials are particularly timely given the current availability of reform-inspired curriculum materials and the increasingly widespread practice of mandating the use of a single curriculum to regulate mathematics teaching. A review of the research on mathematics curriculum use over the last 25 years reveals significant variation in findings and in theoretical foundations. The aim of this review is to examine the ways that central constructs of this body of research—such as curriculum use, teaching, and curriculum materials—are conceptualized and to consider the impact of various conceptualizations on knowledge in the field. Drawing on the literature, the author offers a framework for characterizing and studying teachers' interactions with curriculum materials.

Outline of Headings

  • Distinguishing Between the Intended and the Enacted Curricula
  • The Significance of Mathematics
  • Methods of Selection and Analysis
  • Multiple Meanings of Curriculum Use
    • Curriculum Use as Following or Subverting the Text
    • Curriculum Use as Drawing on the Text
    • Curriculum Use as Interpretation of Text
    • Curriculum Use as Participation With the Text
    • Implications for Studies of Curriculum Use
  • Conceptions of Teaching with Respect to Curriculum
    • Teaching as Multidimensional
      • Remillard's Arenas of Curriculum Development
      • Sherin and Drake's Models of Curriculum Use
    • Individual Teacher Characteristics and Resources
  • Conceptions of Curriculum Materials
    • Texts as Subjective Schemes
    • Texts as Objectively Given Structures
  • The Teacher-Curriculum Relationship
  • Framing Future Research
    • The Teacher
    • The Curriculum
    • The Planned and Enacted Curriculum
    • The Possibility of Teacher Learning Through Curriculum Use
  • Implications for Policy and Practice

Summary

Also

APA
Remillard, J. T. (2005). Examining key concepts in research on teachers' use of mathematics curricula. Review of Educational Research, 75(2), 211–246. doi:10.3102/00346543075002211
BibTeX
@article{Remillard2005,
author = {Remillard, Janine T.},
doi = {10.3102/00346543075002211},
journal = {Review of Educational Research},
keywords = {curriculum materials,curriculum use,mathematics,teaching,textbooks},
number = {2},
pages = {211--246},
title = {{Examining key concepts in research on teachers' use of mathematics curricula}},
url = {http://rer.sagepub.com/cgi/doi/10.3102/00346543075002211},
volume = {75},
year = {2005}
}
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