Teacher research and British Columbia's curricular instructional experiment: implications for educational policy

Grimmett, Peter P.

doi:10.1080/0268093930080302

Cited by 2 publications

(2 citation statements)

References 19 publications

(14 reference statements)

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“…The article extends the line of research on teacher knowledge and teacher research that emphasizes the work teachers do, both independently and with colleagues, to interpret and transform the official curriculum in their classroom teaching (Cochran Smith & Lytle, ; Craig & Ross, ; Grimmett, ; Little, ; Lichtenstein, McLaughlin, & Knudsen, ). The research asserts that teacher agency occurs in relation to their teaching contexts (McLaughlin & Talbert, ), practical teaching experiences (Grossman, ), narratives (Clandinin & Connelly, ) and life histories (Casey, ; Goodson, 1992).…”

Section: Understanding Teachers' Relationship With Curriculummentioning

confidence: 87%

Teachers, Curriculum Innovation, and Policy Formation

et al. 2014

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It is commonly understood that policy makers make curriculum policy and teachers implement it. Some teachers, however, have been in on the ground floor of curriculum policy development. Driven by events in their life histories and teaching contexts, these teachers develop and teach original course material in their own classrooms. Over time they begin to work collaboratively on further course development, secure organizational support to ensure adequate resources and legitimacy to disseminate these new curricular forms, lobby for course acceptance by educational jurisdictions, and help establish course infrastructure such as teacher professional learning opportunities and textbooks. In other words, in some cases, teachers may participate actively in every stage of policy development and practice. This article discusses the phenomenon of teacher-driven curriculum innovation as a process of individual, social, and political evolution. It describes three cases of secondary-level courses developed by teachers in Ontario, Canada, and formalized in district or provincial policy. In doing so, the article extends the notion of teacher agency from its established arenas of classrooms and schools and into the realm of policy making.Most educational research describes teachers' involvement with curriculum as limited to their own classroom teaching. This article presents three recent examples of curriculum development where teachers have been major drivers in changes to policy and practice well beyond their classrooms and schools.The teacher-driven curriculum development described in this article often starts with small numbers of teachers working independently on new content or pedagogical approaches. Their work is further developed and spread through collaboration with other teachers as well as academics and other community members. This expansion is aided by the involvement of subject associations, teacher unions, formal and informal networks, university departments, school districts and nongovernmental organizations, which provide both the resources and credibility necessary to bring these bs_bs_banner

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Section: Understanding Teachers' Relationship With Curriculummentioning

confidence: 87%

Teachers, Curriculum Innovation, and Policy Formation

et al. 2014

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“…Education theorists have turned to curriculum as lived and experienced in classrooms as the needed situational and relational educative ground for learners/learning across disciplines and interests of all kinds (Aoki, 1992;Dewey, 1904;. It is not new thinking, but envisioning and enacting curriculum as an adapting, changing, building process with other(s) that values curiosities and ensuing suggestions through generative sense-making continually gets shortchanged in classrooms and institutions of all kinds (Clarke, Triggs, & Nielsen, 2014;Cochran-Smith, Villegas, Abrams, Chavez Moreno, Mills, & Stern, 2016;Doll, 2013;Grimmett & D'Amico, 2008;Groundwater & Mockler, 2009). Curricular enactment insisting on a pedagogical stance or attitude that values attention to process, and the learning connections that ensue must be authorized.…”

Section: Curricular Mattersmentioning

confidence: 99%

Curricular Enactment Matters Reorienting Education

Macintyre Latta

2018

JCACS

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Curricular enactment can be an educative medium for living well in the world with others. This is not new thinking, but it is bold thinking that schools and communities worldwide persist in avoiding and short-changing. In this article, matters concerning roles and relations across understandings of education, knowledge and curricular enactment are sketched, and in doing so, what ought to matter is foregrounded. Turning to traditions concerning the aesthetics of human understanding and to found kinships with Indigenous ways of knowing and being, curricular modes of being and habits of practice emerge. These modes and habits insist on educators, students and communities traversing the curricular terrain together, orienting towards growth and well-being, and re-thinking the world in-the-making. This article challenges all readers to envision the significances we can no longer ignore and to consider the research implications.

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Teacher research and British Columbia's curricular instructional experiment: implications for educational policy

Cited by 2 publications

References 19 publications

Teachers, Curriculum Innovation, and Policy Formation

Teachers, Curriculum Innovation, and Policy Formation

Curricular Enactment Matters Reorienting Education

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