TY - JOUR
T1 - Curriculum strategy framework
T2 - Investigating patterns in teachers' use of a reform-based elementary mathematics curriculum
AU - Sherin, Miriam Gamoran
AU - Drake, Corey
N1 - Funding Information:
This project was supported by grants from the James S. McDonnell Foundation and the Spencer Foundation. The opinions expressed are those of the authors and do not necessarily reflect the views of the supporting agencies. The authors wish to thank the members of the Learn-While-Teaching group at Northwestern University and in particular Ann Wallace and Rebekah Wrobbel. We also want to thank Miriam Ben-Peretz, Janine Remillard, Bruce Sherin, Edward Silver, and Martin Simon for their thoughtful comments and suggestions.
PY - 2009/8
Y1 - 2009/8
N2 - The goal of this paper is to introduce the curriculum strategy framework as a way to characterize teachers' interactions with curriculum materials. The framework focuses on three key interpretive activities: reading, evaluating, and adapting curriculum materials. Describing an individual teacher's curriculum strategy involves identifying the manner in which a teacher engages with each of these activities before, during, and after instruction. This paper presents the results of a study in which the framework was used to identify patterns in the curriculum strategies of 10 elementary-school teachers who were using a reform-based mathematics curriculum for the first time. It concludes with directions for further research using the curriculum strategy framework, and implications of this work for curriculum designers.
AB - The goal of this paper is to introduce the curriculum strategy framework as a way to characterize teachers' interactions with curriculum materials. The framework focuses on three key interpretive activities: reading, evaluating, and adapting curriculum materials. Describing an individual teacher's curriculum strategy involves identifying the manner in which a teacher engages with each of these activities before, during, and after instruction. This paper presents the results of a study in which the framework was used to identify patterns in the curriculum strategies of 10 elementary-school teachers who were using a reform-based mathematics curriculum for the first time. It concludes with directions for further research using the curriculum strategy framework, and implications of this work for curriculum designers.
KW - Curriculum adaptation
KW - Mathematics curriculum
KW - Mathematics education
KW - Teaching practices
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U2 - 10.1080/00220270802696115
DO - 10.1080/00220270802696115
M3 - Article
AN - SCOPUS:75149156954
VL - 41
SP - 467
EP - 500
JO - Journal of Curriculum Studies
JF - Journal of Curriculum Studies
SN - 0022-0272
IS - 4
ER -