Curricular design and implementation as a site of teacher expertise and learning

Peercy, Megan Madigan; Martin‐Beltrán, Melinda; Silverman, Rebecca D.; Daniel, Shannon M.

doi:10.1080/13540602.2014.995486

Cited by 27 publications

(9 citation statements)

References 59 publications

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“…The extensive, iterative design process involved advice from advisory board members who are renowned experts in literacy, peer tutoring, and vocabulary instruction and feedback from teachers and students. We co‐created the program with teachers in ongoing teacher study groups (Peercy, Martin‐Beltrán, Silverman, & Daniel, ) and observed student interactions through ethnographic observations and video recordings.…”

Section: Design‐based Researchmentioning

confidence: 99%

Moving BeyondYes or No: Shifting From Over-Scaffolding to Contingent Scaffolding in Literacy Instruction With Emergent Bilingual Students

Daniel

Martin‐Beltrán

Peercy

et al. 2015

TESOL J

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Building on theories of scaffolding and previous research on scaffolding between adults and children, this article provides empirical examples of over-scaffolding as it occurs in peer-topeer literacy activities among elementary-level emergent bilingual students. In their analysis of data from the first year of a design-based research project (Bradley & Reinking, 2011) consisting of a cross-aged peer-tutoring program, the authors shed light on how their curriculum tools unintentionally overscaffolded students' interactions. Over-scaffolding limited students' productive and substantive engagement and inadvertently led students to enact the prevalent initiate-respondevaluate discourse pattern in their partner discussions. The broader phenomena of over-scaffolding in many classrooms may position emergent bilinguals as passive respondents in literacy interactions rather than as active participants in their language and literacy learning. To ensure that learners are participating and teachers and tutors are scaffolding literacy practices appropriately, the authors advocate for responsive, contingent scaffolding to keep learners productively engaged. The aim is for the findings and implications to help readers reexamine their own interactive literacy practices and research TESOL Journal 7.2, June 2016 393

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Section: Design‐based Researchmentioning

confidence: 99%

Moving BeyondYes or No: Shifting From Over-Scaffolding to Contingent Scaffolding in Literacy Instruction With Emergent Bilingual Students

Daniel

Martin‐Beltrán

Peercy

et al. 2015

TESOL J

Self Cite

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“…Teacher design teams began in the Netherlands via two foundational dissertations (Huizinga, 2009; Handelzalts, 2009) and a plethora of interrelated studies (Boschman et al 2014; Huizinga, 2009; Huizinga et al 2014; Kelly and Staver, 2005), which identify professional learning as a common benefit of TDTs (Voogt et al 2011). Because curriculum design engages TDTs in practice-orientated conversations, research has begun examining the nature and process of “expertise” (Peercy, Martin-Beltrán, Silverman, and Daniel, 2015) exhibited while engaged in the design process. Design expertise (Huizinga, 2009, Huizinga et al 2014) has been used as an all-encompassing phrase that is used to describe a curriculum designer’s ability to enact the skills of analysis, design, development, implementation, and evaluation (Molenda, 2003).…”

Section: Introductionmentioning

confidence: 99%

Exploring teacher design team endeavors while creating an elementary-focused STEM-integrated curriculum

McFadden

Roehrig

2017

IJ STEM Ed

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Background This study presents two teacher design teams (TDTs) during a professional development experience centered on science, technology, engineering, and mathematics (STEM)-integrated curriculum development. The main activity of the study, curriculum design, was framed as a design problem in order to better understand how teachers engaged with the complexities of integrated curriculum development. Additionally, Remillard’s, (Review of Educational Research 75:211–246, 2005) teacher-curriculum “participatory relationship” provided a framework for further exploring teacher actions during the design process. Utilizing a case study research design, participant curriculum design conversations were audio-recorded for 12 days during a summer professional development experience. Constructed grounded theory and a method of selective coding revealed insights about the processes and supports that enable collaborative curriculum design. Results Results showed that when a TDT is not prompted and/or enabled to first lay out and articulate the overall value of a STEM-integrated curriculum, they will rightly follow their intuitions as classroom teachers and engage in the process accordingly. Second, involving practicing teachers in the curriculum design process requires complete “participation” with the curriculum ideas they are contemplating because in the end, the curriculum’s resultant lessons will be taught in their own and other teacher’s classrooms. Conclusions The findings from this study indicate the importance of “pushing” active classroom teachers from the design to the mapping arena by instituting curriculum development activities and/or strategies (i.e., processes) that might help a TDT develop a “voice” (Remillard, From Text to 'Lived' Resources:105-122, 2011) or “value” (Dorst, Design Studies 22:4–17, 2006) for the curriculum under development. If members of a TDT are willing to reveal their interpretations, perceptions, and beliefs about the conceptual ideas embedded within the curriculum being developed, both the teachers and curriculum being developed will benefit. Finally, teachers should be made aware of their roles and responsibilities, beyond superficial descriptions; and understand participation in STEM-integrated curriculum design brings with it the likelihood their individual ideas, perceptions, and beliefs will be integrated within the curriculum being developed. Electronic supplementary material The online version of this article (10.1186/s40594-017-0084-1) contains supplementary material, which is available to authorized users.

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“…In essence, based on the examples provided, planning should be approached with consideration taken of the stage of expertise development, and particularly for English teachers noting areas of specialism and Key stage delivery. This illuminates individual fluidity in terms of planning, but also suggests essential collaborative possibilities within contexts such as Key stages, potentially enabling group, as well as individual, expertise development (see Peercy et al, 2015). Further research could investigate how collective expertise in planning is developed.…”

Section: The Dreyfus Model and Teacher Expertisementioning

confidence: 93%

“…The expectation overall is of a gradual and systematic incline towards planning expertise which is efficient both for professional learning and interactive delivery evaluation. Much research also demonstrates that expertise is 'situated', that is context-specific (Lajoie, 2003;Peercy et al, 2015), with change in context compromising the pace of expertise development. Secondary English teachers, for example, would not transfer easily to teaching literacy in a primary setting or to teaching English as a second language and they are aware of these contextual limitations.…”

Section: The Dreyfus Model and Teacher Expertisementioning

confidence: 99%

The invisible plan: how English teachers develop their expertise and the special place of adapting the skills of lesson planning

Enow

Goodwyn

2018

English in Education

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The invisible plan: how English teachers develop their expertise and the special place of adapting the skills of lesson planning. Abstract:This paper analyses how English teachers learn to become expert designers of learning and why sharing that expertise is increasingly vital. Its conceptual framework is the widely recognised, empirically tested, five-stage developmental Dreyfus model of skill acquisition, exemplifying the development of teacher expertisesee Goodwyn (2017a), constituted by the 'milestone' [m] and 'transitory' [t] phases connecting with the five (5) stages of: Novice [m], Advanced Beginner [t], Competent [m], Proficient [t] and Expert [m]. Teacher planning is analysed as one key tacit or non-tangible component of developing expertise. Focusing specifically on English teachers as key participants in this pioneer teacher cognition study, the defining characteristics of milestone stages of expertise development are explored with specific attention to the remarkably under-researched area of planning. We introduce three new categories, defining modes of planning, (i) visible practical planning, (ii) external reflective planning and (iii) internal reflective planning demonstrating their role in teacher development through the Dreyfus five (5) stages. Implications for practice include an explicit understanding of how teachers' planning moves through the three phases. Further research is needed to explore how English teachers in particular can share planning expertise between the three phases to improve teachers' skills and student learning. Introduction:A considerable body of research in education concludes that teaching is remarkably complex (Sinnema et al. Hall and Smith, 2006). This article explores our current understanding of the nature of its inherent complexities in relation to teacher development over time and especially in relation to English teachers and their modes of planning. The complexities of teaching are also infused with the globally acknowledged intricacies of English as a subject (Matthewman, 2014;Exley and Chan, 2014;Goodwyn, 2011;Colarusso, 2010;Gibbons, 2009;Sperling and DiPardo, 2008).Currently there are many commendable 'Handbook' style guides to planning for English teachers, especially novices. However, apart from Goodwyn's research (2011) based on book length examination of the development of novice English teachers and the work of their specialist mentors (Goodwyn, 1997), there is little actual research about how English teachers describe their planning processes. As a result, much of the research literature discussed here, and the underpinning Dreyfus schema, is necessarily generic and our argument and findings should be of interest beyond English teaching. However, we are careful to underline that our evidence here comes exclusively from English teachers and is analysed through a subject specialist lens and a recognition of the rapid policy changes that impact the subject, almost certainly more than any other . As this article seeks to establish a new conceptual approach t...

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Curricular design and implementation as a site of teacher expertise and learning

Cited by 27 publications

References 59 publications

Moving BeyondYes or No: Shifting From Over-Scaffolding to Contingent Scaffolding in Literacy Instruction With Emergent Bilingual Students

Moving BeyondYes or No: Shifting From Over-Scaffolding to Contingent Scaffolding in Literacy Instruction With Emergent Bilingual Students

Exploring teacher design team endeavors while creating an elementary-focused STEM-integrated curriculum

The invisible plan: how English teachers develop their expertise and the special place of adapting the skills of lesson planning

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