Challenging Scripted Curricula with Adaptive Teaching

Autor/inn/en	Vaughn, Margaret; Parsons, Seth A.; Gallagher, Melissa A.
Titel	Challenging Scripted Curricula with Adaptive Teaching
Quelle	In: Educational Researcher, 51 (2022) 3, S.186-196 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parsons, Seth A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X211065752
Schlagwörter	Teaching Methods; Measures (Individuals); Test Construction; Test Validity; Test Reliability; Factor Structure; Factor Analysis; Educational Practices; Professionalism; Decision Making; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; High Stakes Tests; Accountability; Adjustment (to Environment) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Messdaten; Testaufbau; Testvalidität; Testreliabilität; Faktorenstruktur; Faktorenanalyse; Bildungspraxis; Professionalität; Decision-making; Entscheidungsfindung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Verantwortung
Abstract	Although adaptive teaching is considered a cornerstone of effective instruction, there remains a lack of focus on teacher adaptability in policy, professional practice, and teacher education in the United States. High-profile educational reform efforts have pressured districts and states across the nation to rely on prescriptive curricula that fail to meet the linguistic, cultural, and instructional needs of the nation's diverse student population. In this article, we describe the development of the Adaptive Teaching Inventory and present validity evidence from our administration in the United States. These findings provide insight into the potential for widespread implementation of adaptability and its focus to support teacher professionalism and decision-making. The discussion centers on moving adaptability to the forefront of policy and practice efforts to counter the prevailing emphasis on restrictive curricula that has stymied teachers in their efforts to support students for far too long. Implications for administrators, policymakers, and researchers 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	2024/1/01