A democratic critique of scripted curriculum

Fitz, Julie A.; Nikolaidis, A. C.

doi:10.1080/00220272.2019.1661524

Cited by 31 publications

(24 citation statements)

References 24 publications

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“…Aggressive educational policies continued with Race to the Top legislation (U.S. Department of Education, 2009) and the Every Student Succeeds Act (2015), which promised to address the persistent "education by zip code" inequities of American schooling that delineates students' exposure to high-quality instruction based on students' social backgrounds and geographic region (Timberlake et al, 2017). With an emphasis on teacher and leader evaluation systems, high-stakes accountability, and school turnaround models, schools faced increased pressure to adhere to scripted curricula as the primary means to bolster student achievement (Fitz & Nikolaidis, 2020).…”

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confidence: 99%

Challenging Scripted Curricula With Adaptive Teaching

Vaughn

Parsons

Gallagher

2021

Educational Researcher

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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.

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confidence: 99%

Challenging Scripted Curricula With Adaptive Teaching

Vaughn

Parsons

Gallagher

2021

Educational Researcher

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“…e goal of document analysis was to see whether the researcher's observations, the teachers' replies from the interviews, and the papers directing and affecting teacher pedagogy could all be triangulated. According to Merriam [52]; "the strength of documents as a data source lies with the fact that they already exist in the situation; they do not intrude upon or alter the setting in ways that the presence of the investigator might" (p. 13). e importance of such documents is because they are utilized for planning, education, or both.…”

Section: Discussionmentioning

confidence: 99%

“…He discovered, as a result of his investigation, that "beneath the surface of classroom events lies the complex world of individual psychology" (p. 172). Aside from the inner thought process that leads teacher's activities, external elements also play a role because of the "physical, temporal, and social limits of the classroom have a constructing effect upon the event that might occur there if individual impulse were allowed to reign free" (p. 13).…”

Section: Introductionmentioning

confidence: 99%

“…e Saudi Ministry of Education oversees education, funding all public schools and developing curriculum and materials [12]. e curriculum is often described as scripted "a term which refers to a wide variety of curricular materials or prepackaged lesson plans that explicitly script out exactly what the teacher will say, show, and do-and often even how students are expected to respond-so that the teacher only need read from a manual in order to deliver the lesson" [13].…”

Section: Introductionmentioning

confidence: 99%

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Saudi Teachers’ Self-Efficacy in Implementing the Arabic Language Integrative Curriculum

Alfayez

2022

Education Research International

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A set of beliefs and knowledge about teaching and learning lies at the heart of every teacher. Curriculum methods are modified as a teacher’s knowledge grows, and self-efficacy grows. Teachers’ effectiveness and views influence literacy teaching in their courses to various degrees. However, they are frequently obligated to teach in a particular manner in order to obtain desired learning outcomes, even if they do not completely agree with the techniques or approaches. The objective of this study is to examine the relationship between Saudi elementary school teachers’ efficacy beliefs and practices regarding implementing the Arabic language integrative curriculum and the factors that affect and impede teachers’ instructional classroom practice. This qualitative case study uses Bandura’s (1997) self-efficacy framework to provide rich, thick descriptions of Saudi teachers’ self-efficacy source experiences and how those experiences shaped self-efficacy beliefs. It highlights three elementary Saudi teachers’ efficacy through observations and interviews. The results indicate that teachers’ high efficacy beliefs led them to make changes in the curriculum based on their students’ needs. Evidence also supported the tension between whether teachers want to implement the integrative curriculum or the separated one. The participants in the study found new ways to maneuver through the scripted curriculum and what they think is best for their students.

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“…It is with great dismay that I now am witness to the dismantling of this very good and solid curriculum and the importation of a very flawed new one. (Catherine O'Mahony, Letters, December 12, 2019) … teachers are very critical of the new Junior Cycle syllabus and feel that "students are floundering around in a fog" (Breda O'Brien, Opinion and Analysis, January 18, 2020) The tone of such correspondence is indicative of a mentality that favours scripted curriculum, notwithstanding its many limitations (Fitz and Nikolaidis 2020;Aukerman and Chambers Schuldt 2017) and its thinking is in sharp contrast with the German situation 16 where curriculum content is deemed educative only when interpreted by teachers who are directed in their work by the aim of Bildung … [and where] subject matter is simply a tool that enables the development of the learner's individuality [and where] its real meaning(s) emerge in the meeting of a unique individual with the particular subject matter. (Pantic and Wubbels 2012, 65) Within this Didaktik tradition 'it is the individual teacher who nurtures the self-formation that is at the heart of Bildung' (Westbury 2000, 31), with these teachers enjoying '"pedagogical freedom" to ask what the learning topic/subject could or should signify to the learner and to plan lessons accordingly.…”

Section: Evolution Of a Hybrid Curriculum Culturementioning

confidence: 99%

Evolution of Irish curriculum culture: understandings, policy, reform and change

Gleeson

2021

Irish Educational Studies

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Through the lens of contrasting curriculum cultures, the author considers the evolution of Irish curriculum policy and reform. Whereas our curriculum thinking and practice are grounded in an Anglo-Saxon/American culture, Didaktik curriculum culture and Stenhouse's Process model provide valuable alternative perspectives. Our prevailing understandings of curriculum are reified, in an environment where curriculum reform/change are used interchangeably. Historically, our curriculum reform efforts have been characterised by centralised control and a paucity of research, debate, and school-based curriculum development. Meaningful curriculum change, however, challenges the cultural beliefs of employers, parents, and students and requires critical engagement with the professional beliefs and values of educational administrators, school leaders and teachers. Since the National Council for Curriculum and Assessment became statutory, our curriculum culture, and our understandings of curriculum change, have been evolving. This growing appreciation of the complexity of change is reflected in the discourse of the Framework for Junior Cycle. The influence of Anglo-Saxon/American curriculum culture remains palpable, however, while the impact of globalisation and market forces is evidenced in a growing emphasis on skills, competences and pre-determined learning outcomes. The author concludes that we have arrived at a hybrid curriculum culture whose future development is rather difficult to predict.

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A democratic critique of scripted curriculum

Cited by 31 publications

References 24 publications

Challenging Scripted Curricula With Adaptive Teaching

Challenging Scripted Curricula With Adaptive Teaching

Saudi Teachers’ Self-Efficacy in Implementing the Arabic Language Integrative Curriculum

Evolution of Irish curriculum culture: understandings, policy, reform and change

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