Since the Standards movement of the late 1980’s, we have grown in our understanding of the role of the teacher in interpreting content for students (NCTM, 2014). Yet, we know little about how teachers participate with curriculum materials to design instruction, as much of the process is both individual and invisible and is influenced by multiple individual, curricular, and cultural factors. Participation with curriculum materials can be viewed as a collaboration between teacher and curriculum tool (Remillard, 2005) in order to make meaning through the active use of the written resource.
This dissertation describes how eight second-grade teachers in a suburban Philadelphia school district participated with a new elementary mathematics curriculum resource during the first year of implementation. By gathering information through surveys and individual interviews, this study revealed how individual and curriculum features influenced these teachers as they designed instruction. Through recording and analyzing a series of professional team meetings involving the study participants, this study also illuminated ways in which participation in a professional learning group might influence teachers’ practice.
Taken together, this study linked the individual teacher’s curriculum use practices and the nature of a particular curriculum with their participation in a professional learning team to reveal insights into how the three interacted to influence teachers’ participation with curriculum materials. Results of the study suggest that orientation toward curriculum contributed to a teachers’ participatory style while participation in a professional learning group mediated the individual teacher’s personal characteristics and their participation with math curriculum materials. This enabled teachers to participate with like others to adapt and adopt curriculum materials for the benefit of their lesson design. Through the teams, thorough pilot participators became more confident while intermittent and narrow participators saw the possibilities of the new curriculum.
|Commitee:||Ebby, Caroline B., Supovitz, Jon|
|School:||University of Pennsylvania|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 78/10(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Education, Teacher education, Curriculum development|
|Keywords:||Curriculum, Elementary, Mathematics, Professional learning|
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