Overly Scripted: Exploring the Impact of a Scripted Literacy Curriculum on a Preschool Teacher's Instructional Practices in Mathematics

Autor/inn/en	Parks, Amy Noelle; Bridges-Rhoads, Sarah
Titel	Overly Scripted: Exploring the Impact of a Scripted Literacy Curriculum on a Preschool Teacher's Instructional Practices in Mathematics
Quelle	In: Journal of Research in Childhood Education, 26 (2012) 3, S.308-324 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2012.684422
Schlagwörter	Scripts; African American Students; Ethnography; Minority Group Children; Preschool Teachers; Mathematics Instruction; Teaching Methods; Literacy Education; Rural Schools; Mathematics Curriculum; Low Income Groups; Preschool Children; Social Influences; Educational Environment; Mathematics Skills; Observation; Reading Skills; Program Effectiveness; Georgia + Suchen Sie Ihr Suchwort? Skript; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Ethnografie; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Sozialer Einfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Beobachtung; Reading skill; Lesefertigkeit
Abstract	As part of a renewed focus on early childhood mathematics education, researchers have recently called for increased attention to preschool mathematics curricula. This article, which is based on a multiyear ethnographic study in a rural preschool primarily serving African American children, contributes to this area of interest by documenting the instructional practices a teacher learned from her mandated literacy curriculum. This curriculum, which was highly scripted, shaped the teacher's instructional practices in mathematics as well as in literacy. The teacher's mathematical engagement with children, during formal lessons and informal play, reflected the instructional beliefs of the literacy curriculum, which was demonstrated by a focus on efficiently completing planned tasks, rather than pursuing children's thinking, and by narrowing mathematics to the use of proper grammar and posing simple questions. This study argues that the curriculum's highly structured scripts made it less likely that the teacher would engage in innovative practices in mathematics, which reduced opportunities for children in the classroom to reason and problem solve mathematically. In addition, because of the adoption patterns of scripted curricula, teachers of low-income, minority children are more likely to have their mathematics teaching shaped in this way. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10