From Idealized to Actualized Instruction: Two Elementary Teachers’ Enactment of the ELA Common Core State Standards in Instructional Scripts

Barrett-Tatum, Jennifer; Dooley, Caitlin McMunn

doi:10.1080/19388071.2015.1062941

Cited by 7 publications

(2 citation statements)

References 33 publications

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“…The CCSS (2010a, 2010b) and the Framework (NRC, 2012) must be interpreted and implemented by classroom teachers who deliver an enacted curriculum to learners. Enacted curriculum refers to “the teacher’s interpretation and implementation of the written curriculum” (Barrett-Tatum & Dooley, 2015, p. 258). Teachers’ enacted curriculum, the decisions they make during planning, instruction, and assessment activities, reflects their underlying beliefs about the nature of learning, knowledge, and students’ abilities.…”

Section: Resultsmentioning

confidence: 99%

Teachers’ Beliefs, in the Context of Policy Reform

Fives¹,

Buehl

2016

Policy Insights from the Behavioral and Brain Sciences

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Teachers’ beliefs shape their practice. Beliefs, conceptions held with enough personal conviction to be considered true, serve as helpful heuristics for teachers embedded in the complex, ever-changing contexts of classrooms and schools. Three sets of beliefs appear essential to teaching practice, namely, beliefs about teaching, knowledge (epistemic beliefs), and students’ ability. Empirical research about these beliefs is reviewed in light of current U.S. policy documents of curriculum standards, the Common Core State Standards initiative and the Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Teachers’ beliefs filter, frame, and guide their perceptions and implementation of the new curriculum standards. Recommendations to policy makers, educational leaders, and teacher educators include allowing teachers to examine and reflect on their beliefs in light of reforms.

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Section: Resultsmentioning

confidence: 99%

Teachers’ Beliefs, in the Context of Policy Reform

Fives¹,

Buehl

2016

Policy Insights from the Behavioral and Brain Sciences

View full text Add to dashboard Cite

show abstract

“…Today teachers are faced with the pressure to ensure that children are exposed to and master knowledge and skills mandated by their state in accordance with Common expected to know at a particular period of time (Logue, 2007). Barrett-Tatum (2015) identifies the enacted curriculum as what is actually taught; it is "defined as the teacher's interpretation and implementation of the written curriculum" (p. 258). As a result of differing influences on teacher pedagogy, experiences and worldviews, the manner in which teachers interpret and put value on the mandated curricula varies greatly.…”

Section: -Peter Graymentioning

confidence: 99%

The Convergence of Negotiated Imaginative Play, Literacy Learning and Kindergarten Common Core English Language Arts Standards

Salinas-Casper¹

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Graduate College. iv DEDICATION I dedicate this labor of love to my family. To my late father who came before me.The man who didn't have much of a childhood and was forced to grow up too soon. I wish you would have played more. To my husband who walked alongside me. Thank you for your patience, support and for reminding me to find time to play through this process.To my daughter who will go ahead of me. May you cultivate your vivid and rich imagination throughout your life and always remember to take time to play.. v ACKNOWLEDGMENTS There are so many individuals who have inspired me and helped me make this dream a reality. My committee members, Stan Steiner, Maggie Chase and Eun Hye Son, thank you for your infinite patience and encouragement. You each knew when to push me and when to give me room to regroup and process. Thank you for never giving up on me. To the fourteen children at Hillview Charter School, you are the reason for this work. My life is better for having been given the opportunity to watch you play, grow and learn. To Liz, thank you for opening your classroom to me, I learned so much from you. It was magical. vi ABSTRACT The implementation of strict academic requirements is replacing play as a previously widely accepted developmentally appropriate practice in kindergarten classrooms around the United States, resulting in an imbalance in cultivating the whole child. This ethnographic, single-site case study in a kindergarten expeditionary learning school, focused on the importance of play in children's cognitive, linguistic, physical, moral, creative, emotional and artistic development exists. Couched in Vygotsky's social development theory and the Reggio Emilia principle, this ethnographic case study investigates how kindergarteners demonstrate literacy learning, practice and mastery of CC.ELA Standards (CC.ELA) through imaginative play in a negotiated environment in an expeditionary learning school setting. Research outcomes suggested that negotiated play appears to provide a recursive teaching practice and mindset whereby children learn, practice and demonstrate understanding of a quarter of the CC.ELA standards through imaginative play in the official, unofficial and imagined spaces of a classroom rich with literacy learning opportunities.

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Moving educational policy to educators’ lived reality: One state’s trickle-down, bottom-up pathway to literacy intervention reform

Barrett-Tatum

Ashworth

2020

J Educ Change

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From Idealized to Actualized Instruction: Two Elementary Teachers’ Enactment of the ELA Common Core State Standards in Instructional Scripts

Cited by 7 publications

References 33 publications

Teachers’ Beliefs, in the Context of Policy Reform

Teachers’ Beliefs, in the Context of Policy Reform

The Convergence of Negotiated Imaginative Play, Literacy Learning and Kindergarten Common Core English Language Arts Standards

Moving educational policy to educators’ lived reality: One state’s trickle-down, bottom-up pathway to literacy intervention reform

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