Using Instructional Logs to Study Teachers' Adaptation to Curricular Reform

Abstract

In this study, the characteristics of teachers that motivate their implementation of reform curriculum, and the factors that influence the teachers' success in implementing the curriculum are investigated. In particular, teachers' internal struggles, frustrations, collegiality, and classroom successes during the implementation of the reform curriculum are considered. From data gathered from elementary school teachers through electronic instructional logs, a classification emerges that suggests that teachers fall into three broad categories based on their characteristics. Implications and future research directions are suggested.

Implementation Research in Mathematics Education: A Systematic Mapping Review

“…In 16 studies, the effects of implementing process standards carried out by CRf (curriculum reform) were reported. While some studies investigated teachers' innovation enactment of reform ideas (e.g., Gainsburg, 2012;LaBerge & Sons, 1999;Stickles, 2011;Swars & Chestnutt, 2016), others focused on the effects for specific topics such as arithmetic or algebra (e.g., Cai, 2014; Zacharos Implementation and Replication Studies in Mathematics Education 3 (2023) 135-199 et al, 2014) or specific competences launched by the process standards in the curriculum reform, such as problem-solving and mathematical thinking (Clarke et al, 2004;Drijvers et al, 2019). The second subcategory included 15 studies investigating the effects of CR s (curriculum resources) as carriers of process standards (e.g., Charalambous & Philippou, 2010;Christou et al, 2004;Manouchehri & Goodman, 2000;Tarr et al, 2006).…”