Exercising a bounded autonomy: novice and experienced teachers’ adaptations to curriculum materials in an age of accountability

Burkhauser, Mary; Lesaux, Nonie K.

doi:10.1080/00220272.2015.1088065

Cited by 44 publications

(39 citation statements)

References 42 publications

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“…This interaction takes place through teachers' adaptations of the formal curriculum, in other words, adding, omitting, modifying or substituting instructional activities (Blakely et al, 1987;Drake & Sherin, 2006;Forbes, 2011). Adaptation is inevitable, as all teachers make changes between formal and enacted curricula (Burkhauser & Lesaux, 2015;Datnow & Castellano, 2000;Leko et al, 2015). For example, a study of the elementary reading program Success for All (SFA) noted that not only did all teachers adapt the curriculum, but teachers' adaptations were not associated with their level of support for the program; those who merely "accepted" SFA made no more changes during implementation than those who supported it (Datnow & Castellano, 2000).…”

Section: Conceptual Backgroundmentioning

confidence: 99%

“…Furthermore, both studies examine mature implementation of the intervention, as all participating teachers were in at least their second year of implementation. This is rare in literacy intervention research, as most of the implementation literature is focused on teachers in their first year of implementation (e.g., Benner, Nelson, Stage, & Ralston, 2011;Burkhauser & Lesaux, 2015;Cantrell, Almasi, Carter, & Rintamaa, 2013;Cantrell et al, 2010;Faggella-Luby & Wardwell, 2011;Graves et al, 2011;Lang et al, 2009;Leko, Roberts, & Pek, 2015;Simmons et al, 2014;Solís, Vaughn, & Scammacca, 2015;Vaughn et al, 2011).…”

mentioning

confidence: 99%

“…None of these studies addressed sustained implementation of an intervention, after research-related supports had been withdrawn. In fact, in two of these studies (Burkhauser & Lesaux, 2015;Leko et al, 2015), teacher participants were implementing the curriculum for the first time. Thus, the present study makes an important contribution to the literature by examining sustained implementation by experienced teachers.…”

mentioning

confidence: 99%

“…The few exceptions include Leko, Roberts and Pek's (2015) analysis of adaptations made by five teachers implementing a computer-based reading intervention for middle schoolers (System 44), Burkhauser and Lesaux's (2015) analysis of six middle school teachers' adaptations to a vocabulary curriculum (ALIAS), and Datnow and Castellano's (2000) analysis of implementation of SFA in two schools. All three of these studies conducted classroom observations and interviews with teachers.…”

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confidence: 99%

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Teacher implementation of an adolescent reading intervention

Troyer¹

2017

Teaching and Teacher Education

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Section: Conceptual Backgroundmentioning

confidence: 99%

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confidence: 99%

mentioning

confidence: 99%

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confidence: 99%

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Teacher implementation of an adolescent reading intervention

Troyer¹

2017

Teaching and Teacher Education

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“…Change through these domains can lead to simple, short-term teaching changes, or even long-term professional growth. The realization of the later depends on, among other things, the level of ongoing support from colleagues and administration, resources and equipment, and the broader context in which instructors work [1,9].…”

Section: Bridging the Gap Between Curriculum Development And Adoptionmentioning

confidence: 99%

Collaborative Contagion: A Case Study in Curriculum Development, Distribution, and Adoption

Harrigan¹,

Yonk²,

Mason

2017

Global Voices in Higher Education

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The collaborative contagion model is the culmination of a three-year project designed irst to develop a curriculum in business ethics and entrepreneurship (BE&E), then to increase the adoption of that curriculum by leveraging professional educators' established networks. The development of a new curriculum, the collaborative portion of the program, was accomplished through a series of four-day, in-person disruptive innovation workshops (DIWs), after which educators continued their working relationships in a specially developed online community. To distribute this curriculum, we developed the contagion portion of the model, through which we encouraged and incentivized not only adoption of the curriculum on the part of the participants themselves, but also on the part of people in their broader networks. After our irst year of workshops, 18 K-12 and 21 higher education participants helped formulate 10 modules and 60 grade-speciic K-12 lesson plans. We have established pilot programs at 13 separate institutions, and built partnerships with seven organizations. These early results indicate that the collaborative contagion model is a viable, and potentially strong method by which curricular materials can be developed, and then disseminated to a broad audience.

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Reshaping curriculum adaptation in the age of artificial intelligence: Mapping teachers' AI‐driven curriculum adaptation patterns

Karataş,

Eriçok,

Tanrikulu

2024

British Educational Res J

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A national curriculum cannot be uniformly applied in all classrooms. Educators frequently adapt the official curriculum to suit their particular circumstances. In exploring the interplay between artificial intelligence (AI) technologies and curriculum adaptation in education, this study bridges a significant gap in the literature by exploring how AI tools influence teachers' strategies for adapting curricula. Employing an explanatory sequential design, the research analyses both qualitative and quantitative data from 440 teachers, using the Curriculum Adaptation Patterns Scale and focus group semi‐structured interviews. Results indicate a balanced approach among teachers towards extending and revising the curriculum, with less emphasis on omission. Notably, curriculum adaptation practices evolve positively with increased professional experience, differ across disciplines, but remain constant across school levels and educational levels. Qualitatively, teachers reported positive experiences using AI, particularly ChatGPT, to make their lessons better fit students' needs. They've used it to omit parts that aren't needed, add more relevant and personalised content, and revise or replace the content. The findings highlight AI's transformative potential in curriculum adaptation, making education more engaging, relevant and personalised. The study contributes to understanding how AI can support effective curriculum implementation and enhance learning experiences in the digital age.

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Exercising a bounded autonomy: novice and experienced teachers’ adaptations to curriculum materials in an age of accountability

Cited by 44 publications

References 42 publications

Teacher implementation of an adolescent reading intervention

Teacher implementation of an adolescent reading intervention

Collaborative Contagion: A Case Study in Curriculum Development, Distribution, and Adoption

Reshaping curriculum adaptation in the age of artificial intelligence: Mapping teachers' AI‐driven curriculum adaptation patterns

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