How--and Why--Middle School Intensive Reading Teachers Make Adaptations to a Scripted Curriculum

Autor/inn/en	Chapman, Lindsey A.; Elbaum, Batya
Titel	How--and Why--Middle School Intensive Reading Teachers Make Adaptations to a Scripted Curriculum
Quelle	In: Teacher Education and Special Education, 44 (2021) 4, S.281-299 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chapman, Lindsey A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406421992377
Schlagwörter	Middle School Teachers; Reading Teachers; Literacy Education; Reading Instruction; Barriers; Curriculum; Decision Making; Students with Disabilities; Curriculum Development; Program Implementation; Fidelity; Educational Technology; Technology Uses in Education; Faculty Development; Outcome Based Education; Self Efficacy; Student Needs; Adjustment (to Environment); Florida + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Leseunterricht; Curricula; Lehrplan; Rahmenplan; Decision-making; Entscheidungsfindung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Curriculum; Development; Curriculumentwicklung; Entwicklung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lernerfolgsmessung; Self-efficacy; Selbstwirksamkeit
Abstract	The adoption of highly scripted curricular programs to promote literacy has become increasingly widespread. Little is known, however, about the extent to which teachers implement these programs as prescribed or, instead, make adaptations to the curriculum and its delivery. Even less is known about teachers' reasoning behind this decision-making. Using qualitative thematic analysis, in this study, the authors investigate middle school intensive reading teachers' challenges and solutions to implementing the curricular program mandated by their school district. Analysis of 10 teachers' descriptions of their instructional decision-making highlighted the tensions teachers must navigate to provide effective literacy instruction to students with and without disabilities in a high accountability context. The central construct of negotiation was identified as an explanation of how and why teachers made (or did not make) curricular adaptations. (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	2024/1/01