A Theoretical Framework for Studying Teachers' Curriculum Supplementation

Autor/in	Silver, Daniel
Titel	A Theoretical Framework for Studying Teachers' Curriculum Supplementation
Quelle	In: Review of Educational Research, 92 (2022) 3, S.455-489 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Silver, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/00346543211063930
Schlagwörter	Curriculum Development; Instructional Materials; Shared Resources and Services; Decision Making; Common Core State Standards; Elementary Secondary Education; Teacher Behavior; Textbook Selection; Adoption (Ideas); Internet; Social Media; Social Networks; Teacher Characteristics + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Gemeinwirtschaft; Decision-making; Entscheidungsfindung; Common core curriculum; Kerncurriculum; Teacher behaviour; Lehrerverhalten; Ideas; Ideenfindung; Soziale Medien; Social network; Soziales Netzwerk
Abstract	The vast majority of U.S. teachers supplement their officially adopted curriculum materials with unofficial materials. Despite this, the body of supplementation-relevant literature tends not to focus on supplementation specifically, so lacks cohesion, and sometimes fails to capture all aspects the phenomenon. I systematically review supplementation-relevant literature from 2015 to 2020 and report seven areas of consensus in the literature around: (1) who is involved in teacher-level curriculum supplementation; (2) important dimensions of supplementation; and (3) the educational value of supplementation. To provide future researchers a common starting point for studying teacher curriculum supplementation, I propose the Teacher Curriculum Supplementation Framework, a flexible yet testable analytical tool for systematizing scholarly inquiry around teacher curriculum supplementation and its effects on teachers and students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01