Unraveling the Role of Curriculum in Teacher Decision Making

Autor/inn/en	Siuty, Molly Baustien; Leko, Melinda M.; Knackstedt, Kimberly M.
Titel	Unraveling the Role of Curriculum in Teacher Decision Making
Quelle	In: Teacher Education and Special Education, 41 (2018) 1, S.39-57 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406416683230
Schlagwörter	Role; Curriculum; Teacher Attitudes; Decision Making; Correlation; Individualized Instruction; Interviews; Observation; Self Efficacy; Special Education; Qualitative Research; Middle School Teachers; Reading Instruction; Educational Research; Intervention; Teaching Methods; Teacher Education; Reading Difficulties; Disabilities; Middle School Students; Phonics + Suchen Sie Ihr Suchwort? Rollen; Curricula; Lehrplan; Rahmenplan; Lehrerverhalten; Decision-making; Entscheidungsfindung; Korrelation; Individualisierender Unterricht; Interviewing; Interviewtechnik; Beobachtung; Self-efficacy; Selbstwirksamkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Qualitative Forschung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Leseunterricht; Bildungsforschung; Pädagogische Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Reading difficulty; Leseschwierigkeit; Handicap; Behinderung; Student; Students; Schüler; Schülerin
Abstract	Teachers make numerous decisions each day, yet processes undergirding these decisions are elusive and have not been the subject of many in-depth investigations within special education. The purpose of this qualitative investigation, therefore, was to complete a micro-level analysis of the influence of curriculum on 11 middle school teachers' decisions regarding reading instruction for middle school age struggling readers. Using the theoretical framework of teachers' literacy-related decision making proposed by Ruppar, Gaffney, and Dymond, the authors conducted interviews and observations during one school year to examine how teachers make curricular decisions based on their access to a prescribed, research-based reading intervention curriculum. Findings indicate the availability of such a curriculum facilitated teachers' decision making around individualizing instruction and increased their self-efficacy, leading to the conclusion that a bidirectional relationship exists between curriculum and (a) beliefs, (b) self-efficacy, and (c) individualization. Implications for future research and practice in middle school teacher preparation are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01