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ERIC Number: EJ943142
Record Type: Journal
Publication Date: 2006
Pages: 14
Abstractor: As Provided
Reference Count: 31
ISSN: ISSN-1946-2077
No One Curriculum Is Enough: Effective California Teachers Tailor Literacy Instruction to Student Needs Despite Federal, State, and Local Mandates to Follow Scripts
Joseph, Rebecca
Journal of Urban Learning, Teaching, and Research, v2 p90-103 2006
This study examines six teachers' responses inside and outside of their classrooms to increasingly mixed messages about how they should develop the literacy of California's youngest and most at-risk students. While they must develop highly developed knowledge and skills to teach literacy in linguistically diverse classrooms, they must also adhere rigidly to the substance and pace of scripted literacy curricula. This qualitative study sought to fill an impact research gap by investigating how six first grade urban teachers, identified as "effective" by district personnel, university professors, and peers, did respond. Despite a tightly monitored policy context, these teachers responded in deeply meaningful ways rather than blindly implementing the curricula. These findings suggest the importance of honoring teacher creativity, thirst for knowledge, and practical experiences. (Contains 1 table.)
AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California