Consequences of curricular adaptation strategies for implementation at scale

Drayton, Brian; Bernstein, Debra; Schunn, Christian D.; McKenney, Susan

doi:10.1002/sce.21595

Cited by 6 publications

(9 citation statements)

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“…If teachers are provided with the support they need while making adaptations, more successful adaptations could be achieved through mutual collaboration (Dusenbury et al, 2003). Drayton, Bernstein, Schunn and McKenney (2020) found that collaboration with teachers in the adaptation process enabled more effective adaptations through innovative materials developed by designers without harming the core of the curriculum.…”

Section: Discussionmentioning

confidence: 99%

An investigation of curriculum adaptation efforts of teachers working in disadvantaged secondary schools

2022

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There is a consensus that the national curriculum cannot be implemented in its original form in local context. Adaptations are made in curriculum due to factors such as school and classroom context, student characteristics and needs, teacher's professional competence and characteristics. This study aims to investigate the curriculum adaptation efforts of teachers working in socioeconomically disadvantaged secondary schools. This study used a phenomenological inquiry. The participants, who were selected using criterion sampling method, included the voluntary eight female teachers who worked in socio-economically disadvantaged secondary schools. Data were collected through standardized open-ended interviews and were analyzed using the inductive content analysis method. This study indicated four main findings: a) Students' family structure is the main factor determining disadvantageousness in socio-economically disadvantaged secondary schools. b) Student and family characteristics, curriculum and curriculum materials are the factors that frequently prevent fidelity to curriculum. c) Teachers made adaptations, such as reorganizing, supplementing, omitting/delaying, completing and reducing/simplification. d) In the adaptation process, teachers were found to experience difficulties associated with planning the instruction process and organizing and presenting the content. They were found to cope with these difficulties by benefitting from their postgraduate education experiences, collaboration with colleagues, and internet sources. Based on the findings from this study, families' awareness could be improved by preparing family education programs. Instructions could be prepared about how and in what situations adaptations need to be made while developing curriculum; curriculum materials could be developed, and professional development opportunities could be increased.

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Section: Discussionmentioning

confidence: 99%

An investigation of curriculum adaptation efforts of teachers working in disadvantaged secondary schools

2022

pegegog

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“…oriented around the units. A professional development program is motivated by findings from prior research suggesting that professional development is more effective when it has the following characteristics: a) long duration (far beyond one-off events or workshops), b) connection to teachers' curricular standards and local expectations, c) opportunities to both learn about and try out the curricular materials and strategies, and d) opportunities to discuss and collaborate with teachers of similar classes but different levels of experience and e) adaptability by teachers (Desimone, 2009;Drayton et al, 2020;Horn et al, 2020). Thus, the professional development involves two face-to-face sessions-one (multi-day and residential) at an outdoor education center specializing in phenomenaand place-based education-and ongoing elements that afford opportunities for teachers to give and receive feedback from trying out or using project materials.…”

Section: Plan and Carry Out A Professional Development (Pd) Program F...mentioning

confidence: 99%

CAREER: Rethinking How Middle and High School Students Analyze and Interpret Ecological Data

Rosenberg¹

2023

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There have been prominent and widespread calls for high school science students to work with data in more complex ways that better align with and support the work of professional scientists and engineers (Lee & Wilkerson, 2018; National Academies of Sciences, Engineering, and Medicine, 2019). This is part of the broader practice shift in science education research and standards and more data-intensive areas of study and work—and explorations of the roles of data science at the K-12 levels (Jiang et al., 2022; Wilkerson & Polman, 2020). Although teachers express the desire to do more with data in their science classrooms (Banilower et al., 2018; Rosenberg et al., 2022b), science teachers do not presently have a way to connect the work their students do with data to the science ideas they are working to help their students understand. The result is that students' work with data can be isolated from the sense-making students are doing about science. There is a need and an opportunity to provide science teachers with practical tools that are grounded in the framework of Bayesian data analytic methods that explicitly connect and weigh between initial ideas and empirical evidence. The specific opportunity for using Bayesian methods involves recent advances in informal statistical inference. This type of statistical inference considers how students not only interpret but also how they model data and make probabilistic generalizations from data. This opportunity is bolstered by current emphases on students’ investigations of phenomena as a locus of activity in science classrooms. This project advances middle and high school students' data modeling in ecological contexts by taking a Bayesian approach that is supported and studied as an informal statistical inference framework. It is instantiated through a unit, digital tool, and teacher professional development program for 15 middle grades and 15 high school educators that will be conducted in a way that emphasizes students' data analyses with phenomena of interest that relate to local context for teachers and students. Accordingly, the professional development program will begin with a two-day weekend program at the Great Smoky Mountains Institute at Tremont. A field experiment will compare the students' informal statistical inference capabilities by using qualitative analyses of written embedded assessments of students' probabilistic generalization from empirical data, and changes in the teachers’ confidence engaging their students will be assessed using validated surveys.

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“…Posto isso, nos apoiamos nas ideias de Sasseron (2015) de que o ensino por investigação "extravasa o âmbito de uma metodologia de ensino apropriada apenas a certos conteúdos e temas, podendo ser colocada em prática nas mais distintas aulas, sob as mais diversas formas e para os diferentes conteúdos" (p. 58) e consideramos que esta abordagem didática também é adequada para articular conceitos estudados em cursos de ensino superior, uma vez que os elementos a serem investigados são elementos da ciência e não apenas de determinada etapa da educação formal. No ensino superior, os estudantes podem, inclusive, desenvolver raciocínios com elementos mais abstratos e utilizarem ferramentas matemáticas mais avançadas para elaborar conclusões e construir entendimento sobre os conceitos (Ponte, Mata-Pereira, Henriques, 2012) Não há um consenso entre os pesquisadores e educadores sobre as características do ensino por investigação (Teig;Scherer;Kjaernsli, 2020;Drayton et al, 2020;Barcellos et al, 2019;Maeng et al, 2019). Entretanto, perdura a concepção de que esta é uma abordagem que aproxima os estudantes das práticas científicas, abarcando ações manipulativas e intelectuais na resolução de problemas e entendimento de conceitos e fenômenos Souza, 2019).…”

Section: Ensino Por Investigaçãounclassified

Argumentação em sala de aula e sua relação com os domínios do conhecimento científico

Lino

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Agradeço a todos que, de alguma maneira, contribuíram para a realização desta pesquisa. Assim como tantas coisas na vida, este trabalho só foi possível pelo apoio de muitas pessoas, e por isso, dedico este espaço para expressar meu agradecimento. Em especial... À Professora Lúcia Helena Sasseron pela generosidade em me aceitar como seu orientando, pelos ensinamentos ao longo da pesquisa e esforços sem medidas para que eu alcançasse todos meus objetivos. Obrigado por estar ao lado de seus alunos e nos inspirar tanto, Profa! Aos professores membros da Banca de Qualificação, Fernando César Silva e Luiz Gustavo Franco, por dedicarem seu tempo e experiência na avaliação deste trabalho, ainda na sua primeira versão. Suas sugestões e críticas foram muito importantes para o aprimoramento da pesquisa.Agradeço aos professores que compõem a Banca Examinadora pela leitura e avaliação da dissertação.À Neiva, minha mãe, expresso minha profunda gratidão pelo apoio incondicional e incentivo aos estudos. Seu amor e compreensão foram fundamentais para minha perseverança e conquistas.Ao Híkaro, por ter sido tão companheiro e compreensivo. Cada gesto de apoio e encorajamento foram fundamentais para eu chegar até aqui! Obrigado pelos abraços, pelos cafézinhos da tarde que sempre me trouxeram paz e conforto e por ser luz quando era difícil enxergar.Agradeço ao Eugenio e Bernadete, por serem grandes amigos e incentivadores da minha jornada acadêmica. Nunca faltou "Coragem!" para seguir em frente, obrigado! Agradeço aos amigos do LaPEF, pela troca de ideias, debates e momentos de descontração. Sobretudo, à Bella e Stanley, por me abraçarem no XVII EPEF, me levarem para a minha primeira reunião no grupo e se tornarem meus primeiros amigos na Pós-Graduação, e à Gabi e Roberta, pela parceria incondicional, seja para dar boas risadas, validar dados ou desabafar sobre a vida acadêmica.Aos amigos Natan, João Marcos e Ellen, por se fazerem presentes, independentemente da distância, e me darem um abraço amigo sempre que foi preciso. Obrigado por serem minha torcida e me fazerem acreditar que era possível! Por fim, agradeço ao Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) pela bolsa de estudos que possibilitou minha permanência na Pós-Graduação.

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Consequences of curricular adaptation strategies for implementation at scale

Cited by 6 publications

References 61 publications

An investigation of curriculum adaptation efforts of teachers working in disadvantaged secondary schools

An investigation of curriculum adaptation efforts of teachers working in disadvantaged secondary schools

CAREER: Rethinking How Middle and High School Students Analyze and Interpret Ecological Data

Argumentação em sala de aula e sua relação com os domínios do conhecimento científico

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