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ERIC Number: EJ1124030
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1938-8071
Teacher Adaptations to a Core Reading Program: Increasing Access to Curriculum for Elementary Students in Urban Classrooms
Maniates, Helen
Literacy Research and Instruction, v56 n1 p68-84 2017
This article examines how three urban elementary school teachers adapted pedagogical strategies from a school district--adopted core reading program to increase their students' access to the curriculum. Using teacher interviews and classroom observations to construct a descriptive case study of teacher adaptation, analysis reveals that the teachers: (a) provided social scaffolds that engaged students in a reading community, (b) repositioned students as active participants in constructing knowledge, and (c) embedded reading within authentic experiences. Results suggest that increased attention to when, how, and why teachers make adaptations to core curriculum programs is needed to ensure student access.
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; Tests/Questionnaires
Education Level: Elementary Education; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California