Challenging Scripted Curricula With Adaptive Teaching

Vaughn, Margaret; Parsons, Seth A.; Gallagher, Melissa A.

doi:10.3102/0013189x211065752

Cited by 25 publications

(18 citation statements)

References 68 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These discrete elements also offer insight into both the policy and school-level conditions that are necessary for the development of decisional capital. As a baseline condition, agency is essential because removing teachers' ability to make decisions and act autonomously within their context hinders their development of judgment (Vaughn et al, 2022). Considering the three elements proposed in this study also highlights that all three are important to the development of decisional capital; one can easily imagine a teacher who has good reflective practices, but without the confidence to act on those reflections they are not useful (Lee, 2021).…”

Section: Discussionmentioning

confidence: 82%

“…Agency: room to make decisions The development of decisional capital is, to some extent, a policy choice: teachers must have room to employ their professional judgment in order to exercise decisional capital at all (Kitsing et al, 2016;Vaughn et al, 2022). For example, scripted curricula may lead to an erosion of decisional capital (Vaughn et al, 2022) while transferring increasing authority for decision-making to schools and teachers allows it to flourish (Kitsing et al, 2016). Without the latitude for decision-making and judgment, decisional capital (and thus, professional capital) is simply impossible to leverage (Pino-Yancovic et al, 2020).…”

Section: Conceptualizing Decisional Capitalmentioning

confidence: 99%

“…The development of decisional capital is, to some extent, a policy choice: teachers must have room to employ their professional judgment in order to exercise decisional capital at all (Kitsing et al. , 2016; Vaughn et al. , 2022).…”

Section: Conceptualizing Decisional Capitalmentioning

confidence: 99%

See 2 more Smart Citations

An investigation of the dimensions of decisional capital for novice teachers

Kehinde,

Walls,

Mayeaux

et al. 2024

JPCC

View full text Add to dashboard Cite

PurposeThe purpose of this study is to propose and explore a conceptualization of decisional capital that is suitable for early career teachers.Design/methodology/approachThis study uses exploratory factor analysis on a sample of early career teachers to examine a literature-derived conceptualization of decisional capital.FindingsThe factors that emerged support the literature-derived conceptualization. A subsequent confirmatory factor analysis on a second sample of early career teachers offers additional evidence for the proposed conceptualization. An exploration of the underlying factor structure comparing results across four competing models (i.e. unidimensional, correlated factors, second order, and bifactor) suggests that a second order factor explains the variance across the three proposed factors well. We conclude that this second order factor is decisional capital.Originality/valueThis is the first study that examines the discrete elements of decisional capital. Understanding these discrete elements is an avenue for investigation into the development of decisional capital beyond the acknowledgment that it takes time to develop.

show abstract

Section: Discussionmentioning

confidence: 82%

Section: Conceptualizing Decisional Capitalmentioning

confidence: 99%

See 1 more Smart Citation

An investigation of the dimensions of decisional capital for novice teachers

Kehinde,

Walls,

Mayeaux

et al. 2024

JPCC

View full text Add to dashboard Cite

show abstract

“…Yet, despite this perspective, representations of Black, Brown, Latinx, and other minoritized individuals in children’s literature remains critical (Bishop, 1990 ; Derman-Sparks, 1989 ; Mendoza and Reese, 2001 ), and high-interest and culturally responsive YA texts are not widely embedded into high school Language Arts programs (Timberlake et al, 2017 ). Plausible reasons for this include: neoliberal educational reforms that promote a standardized approach to instruction (Vaughn et al, 2022 ), persistent underfunding of public schools (Timberlake, 2017 ), and a lack of representation of historically underrepresented individuals across widely adopted curricular programs (Newvine and Fleming, 2021 ; Vaughn et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Displacement in Young Adult Literature: A Thematic Analysis

Vitullo

2022

Child Lit Educ

View full text Add to dashboard Cite

Providing spaces for adolescents to make sense of the world around them is often the work of educators, specifically those in Language Arts classrooms. In the current historical moment, adolescents often must make sense of the ways socio-political conflict impacts their world. Displacement, often an effect of socio-political conflict, is increasingly a theme in adolescents’ lives, and therefore a prevalent theme in the ways they see the world. Providing spaces for adolescents to discuss their relationships to displacement through Young Adult (YA) texts can provide educators a possible way to support to adolescents at this critical time in their lives. Using affect theory to analyze the ways emotion moves through YA texts and reading bodies, this article examines four YA texts: When Stars Are Scattered (Jamieson et al., 2020), Between Shades of Gray (Sepetys, 2011), Kira Kira (Kadohata, 2006), and They Called Us Enemy (Takei et al., 2019). In examining these YA texts, this article seeks to understand how displacement moves through each text and impacts adolescent characters.

show abstract

“…Deunk et al, 2018;Prast et al, 2018), "adaptive teaching" (e.g. Hardy et al, 2019;Vaughn et al, 2021), "instructional adaptations" (e.g. Parsons et al, 2018) are among the most common found in the literature.…”

Section: What Is Individualized Instruction?mentioning

confidence: 99%

Individualized instruction - conceptual and empirical examinations of necessary conditions for its effectiveness

Tetzlaff¹

View full text Add to dashboard Cite

Individualization can be defined as the adaptation of instructional parameters to relevant characteristics of a specific learner. This definition raises several questions, however: Which characteristics are actually relevant? Which parameters of instruction need to be adjusted, and in which way, to positively interact with those characteristics? In a classroom context, additional questions arise: how can information about the relevant learner characteristics be delivered to the teacher? How can individualized instruction be delivered to each learner in a context that has originally been designed for whole-class instruction? By focusing on the measurement and modelling of learner characteristics and instructional adaptations, this dissertation aims to provide an insight into each of these issues. This dissertation is divided into two parts. The first part is concerned with the theoretical (Paper 1) and statistical (Paper 2) modeling of learner characteristics in the context of individualized instruction. The second part is concerned with the measurement (Paper 3) and implementation (Paper 4) of individualized instruction in the classroom context. Paper 1 summarizes existing research on individualization from different research traditions. From this summary I derive the need for a dynamic conceptualization of learner characteristics (acknowledging that learners change during and in interaction with the learning process) and synthesize a dynamic framework that details the opportunities for individualization on three different timescales. Paper 2 reports results from an exploratory study that investigated the potential benefits of utilizing person-centered analysis for the assessment of multivariate learner prerequisites and their interaction with instruction. We found that latent profiles over several reading related abilities could explain differential effectiveness of self-reported teaching foci in German third grade reading lessons. These findings indicate not just a need for stronger individualization of teaching but also an advantage of multivariate conceptualizations of learner characteristics. Additionally, they show the utility of person-centered approaches for the investigation of such multivariate learner characteristics and their interaction with instruction. In the second part, I investigate possible approaches to the implementation and measurement of individualization in a classroom context. Paper 3 investigates whether teacher-, student- and observer perspectives converge when rating the amount of individualization present in regular classroom instruction. We found considerable agreement between the perspectives, indicating a common understanding of the construct at the classroom level as well as providing some evidence for the validity of the used measurement instruments. Paper 4 replicates findings concerning the effectiveness of formative assessment procedures for fostering reading education, supplemented by a moderator analysis showing that only children with low performance at the beginning of the school-year profited from its implementation. This indicates that the information provided by formative assessment procedures helps teachers to identify struggling readers but does not seem to be utilized for adapting instruction to specific deficits of average or high performing children. In sum, this dissertation contributes to research on individualized instruction by demonstrating necessary conditions for its effectiveness. It posits the need for a dynamic conceptualization of learner characteristics, demonstrates the advantage of multivariate learner profiles, and points out ways towards the successful implementation of individualized instruction in the classroom.

show abstract

Challenging Scripted Curricula With Adaptive Teaching

Cited by 25 publications

References 68 publications

An investigation of the dimensions of decisional capital for novice teachers

An investigation of the dimensions of decisional capital for novice teachers

Displacement in Young Adult Literature: A Thematic Analysis

Individualized instruction - conceptual and empirical examinations of necessary conditions for its effectiveness

Contact Info

Product

Resources

About