Designing for Productive Adaptations of Curriculum Interventions

Autor/inn/en	Debarger, Angela Haydel; Choppin, Jeffrey; Beauvineau, Yves; Moorthy, Savitha
Titel	Designing for Productive Adaptations of Curriculum Interventions
Quelle	In: Yearbook of the National Society for the Study of Education, 112 (2013) 2, S.298-319 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0077-5762
Schlagwörter	Research Methodology; Instructional Design; Educational Research; Instructional Materials; Curriculum Development; Educational Policy; Stakeholders; Mathematics Instruction; Science Instruction; Faculty Development; Course Content; Teachers; Learner Engagement; Culturally Relevant Education; Intervention; Middle School Students; Middle School Teachers; Secondary School Mathematics; Case Studies + Suchen Sie Ihr Suchwort? Research method; Forschungsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsforschung; Pädagogische Forschung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kursprogramm; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Case study; Fallstudie; Case Study
Abstract	Productive adaptations at the classroom level are evidence-based curriculum adaptations that are responsive to the demands of a particular classroom context and still consistent with the core design principles and intentions of a curriculum intervention. The model of design-based implementation research (DBIR) offers insights into complexities and challenges of enacting productive curriculum adaptations. We draw from empirical research in mathematics and science classrooms to illustrate criteria for productive adaptations. From these examples, we identify resources needed to encourage and sustain practices to promote productive adaptations in classrooms. (As Provided).
Anmerkungen	Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://nsse-chicago.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10