ERIC Number: EJ1046266
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 64
Analysing Teachers' Curriculum Implementation from Integrity and Actor-Oriented Perspectives
Penuel, William R.; Phillips, Rachel S.; Harris, Christopher J.
Journal of Curriculum Studies, v46 n6 p751-777 2014
Curriculum materials and knowledge about curricular purposes and structures are valuable tools that teachers often draw upon to organize instruction and facilitate student learning. Careful analysis of teachers' curriculum implementation and the decision-making that undergirds their curriculum use is critical for fully understanding enactment. This paper compares how "integrity analyses" of implementation of curriculum materials and "actor-oriented analysis" of teachers' curriculum use can help researchers, teacher educators, and curriculum designers interpret teachers' decisions about what aspects of new materials to use and how to use such materials. Drawing on evidence from teacher interviews and observations, we compare two teachers' enactments of a new elementary-level environmental biology unit. Our analyses of integrity point to differences in teachers' adaptations with respect to their consistency with the purposes and structures of curriculum materials as construed by designers. By contrast, our actor-oriented analysis explain how the teachers' different approaches to interpreting the goals and structures of the curriculum unit partly account for patterns in their enactment in ways that can inform refinements to materials and the design of professional development supports for teachers. In so doing, we show how implementation integrity and actor-oriented analyses offer complementary perspectives to inform curriculum research and development.
Descriptors: Curriculum, Decision Making, Curriculum Implementation, Integrity, Curriculum Development, Observation, Teacher Attitudes, Elementary School Teachers, Elementary School Science, Case Studies, Environmental Education, Grade 5, Semi Structured Interviews, Coding
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools
Sponsor: National Science Foundation
Authoring Institution: N/A
Grant or Contract Numbers: BCS-0624307