Colonized teachers: examining the implementation of a scripted reading program

MacGillivray, Laurie; Ardell, Amy; Curwen, Margaret Sauceda; Palma, Jennifer

doi:10.1080/1047621042000213575

Cited by 42 publications

(36 citation statements)

References 6 publications

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“…In this context, Aoki cautioned against the rigidity of a prescribed curriculum -a curriculum intended to promote consistency and sameness between and across classrooms and grades. Aoki's work highlighted a concern among curriculum theorists that prescribed curriculum places the teacher in a subservient position to the curriculum, diminishing his/her autonomy (Apple, 1983;Bushnell, 2003;MacGillivray, Ardell, Curwen & Palma, 2004;Schwab, 1983). Apple (1983) had concerns about what he termed the "tension" between a prescribed curriculum and teacher autonomy.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…The notion of teacher deskilling and loss of teacher autonomy in relation to prescribed curriculum has been explored in various studies (Apple, 1995;Bushnell, 2003;Darling-Hammond, 1987;Goodman, Shannon, Freeman, & Murphy, 1988;Irvine & Larson, 2001;MacGillivray, Ardell, Curwen, & Palma, 2004;Pease-Alvarez & Samway, 2008;Pratte & Rury, 1988;Shannon, 1989Shannon, , 1990Shannon, , 2000Shelton, 2005). Although the studies differ in size and methodology, recurring themes are identifiable throughout the literatureloss of autonomy, teacher identity, power and control, emotional impact, and resistance.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…These are all issues associated with mandated programming (Apple, 1983;Bushnell, 2003;Irvine & Larson, 2001;MacGillivray, Ardell, Curwen & Palma, 2004;Pease-Alvarez & Samway, 2008;Shelton, 2005). This article focuses on teacher professionalism in relation to the educational context in PEI and shares implications and recommendations for addressing this issue.…”

Section: Outcomes and Key Findingsmentioning

confidence: 99%

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The Struggle for Teacher Professionalism in a Mandated Literacy Curriculum

Costello

2017

mje

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This article reports on a study investigating how elementary teachers experienced the literacy initiatives that have been implemented in schools across PEI over the past five years. Such initiatives included the implementation of standardized instructional and assessment materials across the board and the emphasis on consistency of program use, reporting, and evaluation. Data were gathered through an online survey and interviews. Throughout this study, issues of professionalism, emotional impact, and teacher resistance were explored. This article focuses specifically on the issue of teacher professionalism and its relationship with prescribed curriculum. Findings suggest that professionalism is challenged when teachers attempt to adhere to the fidelity of program processes. However, fidelity to the purpose of a program would allow for teacher decision-making and autonomy within the context of any given program or practice.Ce texte présente les résultats d’un projet de recherche explorant la manière dont les enseignants de l’Île-du-Prince-Édouard ont vécu la mise en place d’actions en littératie au cours des cinq dernières années. Des données ont été recueillies à l’aide d’un sondage en ligne et d’entrevues. Au cours de l’enquête, des problématiques relatives au professionnalisme, aux impacts émotionnels et à la résistance des enseignants ont été explorées. Cet article s’attarde particulièrement à la question du professionnalisme enseignant dans le cadre d’un programme prescrit. Les résultats indiquent que lorsque les enseignants tentent de se conformer scrupuleusement aux processus du programme, ceux-ci le font au détriment de leur professionnalisme enseignant. Cependant, être fidèles aux objectifs du programme permettrait aux enseignants de préserver leur capacité à prendre des décisions et leur autonomie et ce, au sein de n’importe lequel programme ou milieu de travail

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Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Outcomes and Key Findingsmentioning

confidence: 99%

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The Struggle for Teacher Professionalism in a Mandated Literacy Curriculum

Costello

2017

mje

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“…The majority of research on curriculum adaptation has taken place in math (e.g., Bergqvist & Bergqvist, 2016;Choppin, 2011;Drake & Sherin, 2006;Remillard, 2000Remillard, , 2005Simon & Tzur, 1999) and science (e.g., Davis et al, 2014;Debarger et al, 2016;Forbes, 2011;Penuel et al, 2014). With a few exceptions, existing research into literacy teachers' adaptations has focused on teachers who are resistant to a mandated curriculum (e.g., MacGillivray, Ardell, Curwen, & Palma, 2004;Maniates, 2016;Palmer & Rangel, 2011;Pease-Alvarez, Samway, & CifkaHerrera, 2010;Stillman & Anderson, 2015), teachers who are new to the field (e.g., Grossman & Thompson, 2008;Pardo, 2006;Valencia, Place, Martin, & Grossman, 2006) or both (e.g., Achinstein & Ogawa, 2006;Smagorinsky, Lakly, & Johnson, 2002). …”

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confidence: 99%

Teacher implementation of an adolescent reading intervention

Troyer¹

2017

Teaching and Teacher Education

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“…More specifically, these policy initiatives and their subsequent implementation shape educational practices. As a result of a new emphasis on standards and assessments, many schools across the country are experiencing the narrowing of literacy curricula, particularly in urban school systems with high concentrations of poverty (MacGillivray, Lassiter Ardell, Curwen, & Palma, 2004), such as New York City (NYC) public schools (Lapham, 2013). Because of this curricular narrowing, much attention has already been paid to examining and critiquing the Common Core State Standards (CCSS) as a significant artifact in the standards-era debate (Olivant, 2015).…”

mentioning

confidence: 99%