One size never fits all: Teachers’ responses to standardized curriculum materials and implications for early childhood teacher educators

Bauml, Michelle

doi:10.1080/10901027.2015.1133461

Cited by 14 publications

(8 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…David (2008) noted well-designed pacing guides may be helpful when they are guiding rather than prescriptive. When they are prescriptive, teacher candidates would benefit from pre-service preparation in selecting, adapting, and modifying curriculum to meet student needs (Bauml, 2016). Once in the classroom, practicing teachers would benefit from principals and curriculum leaders who provide access to a range of materials and support for thoughtful, principled autonomy (Valencia et al, 2006).…”

Section: Implications and Future Researchmentioning

confidence: 99%

Elementary Teachers’ Perceptions and Reported Enactment of Autonomy From Prescribed Pacing Guides

Hemmler

Kenney

Langley

et al. 2023

Journal of Education

View full text Add to dashboard Cite

Pacing guides are commonplace yet controversial in American public schools. For teachers who question their usefulness, one means to circumvent them is to exercise autonomy in pedagogical decision-making, though doing so comes with challenges. Through interviews, we examined how 87 gifted and general education 4th and 5th grade math and reading/language arts teachers in one large, diverse public school district expressed their autonomy and reported enacting it in their classrooms. Findings indicated teachers’ perceptions of autonomy differed, and their reported pacing guide deviations also differed accordingly. We discuss implications for those in environments where use of pacing guides is mandated.

show abstract

Section: Implications and Future Researchmentioning

confidence: 99%

Elementary Teachers’ Perceptions and Reported Enactment of Autonomy From Prescribed Pacing Guides

Hemmler

Kenney

Langley

et al. 2023

Journal of Education

View full text Add to dashboard Cite

show abstract

“…In this study, we integrated Equity Consciousness and Equity Literacy development with clinical skills. One-size-fits-all approaches and instruction delivered from a hegemonic perspective meets the needs of few learners, including preservice teachers (Sleeter, 2012;Bauml, 2016;Gorski, 2018). Preservice teachers need instruction, guidance, and support so they are better equipped to perceive and process what teaching to learn entails in their professional development and how their students can benefit from this reflective practice (Teemant et al, 2011).…”

Section: Teacher Education Program Significancementioning

confidence: 99%

Developing Preservice Teachers’ Equity Consciousness and Equity Literacy

Bukko

Liu

2021

Front. Educ.

View full text Add to dashboard Cite

Teachers need the knowledge and dispositions to identify and dismantle barriers contributing to persistent educational inequity. This work begins by centering equity in teacher education with a focus on developing teachers’ critical consciousness of the systems of power and privilege in educational institutions. Utilizing equity-focused instruction and coaching, this study explored the development of preservice teachers’ Equity Consciousness and Equity Literacy knowledge and dispositions during a teaching-coaching-reflection transformative learning experience. Participants demonstrated increased Equity Consciousness and Equity Literacy, recognizing their assumptions about learners’ lived experiences and the funds of knowledge students bring to the learning environment. Findings from this empirical study indicate this approach contributes to the development of the equity-based dispositions essential to dismantling current educational barriers and replacing them with inclusive and empowering instructional practices.

show abstract

“…Denominações dos professores com 50 anos ou mais e/ou com 20 anos ou mais de experiência profissional identificados na revisão da literatura. Gráfico gerado a partir da classificação dos casos pelo programa Nvivo12 Amador & Lamberg, 2013;Bauml, 2016;Losser et al, 2018;Oh et al, 2013;Zhang et al, 2019). Este uso indistinto do termo, gerando em muitos casos uma falsa homogeneidade, acaba por ser contraproducente para a compreensão das especificidades do trabalho docente e da vida dos professores (Day & Gu, 2009) em fases avançadas da carreira e até agora muito pouco ou nada estudadas.…”

Section: Gráficounclassified

O ciclo de vida dos professores e a extensão da idade da reforma: Perspetivas de estudo a partir de uma revisão de literatura

Dotta

Lopes²

2021

RPE

View full text Add to dashboard Cite

O objetivo deste artigo é contribuir para o enriquecimento do corpus de conhecimentos sobre o estudo dos professores em final de carreira, numa altura em que esse final se alterou substancialmente. Realizou-se uma revisão de literatura com o objetivo de mapear e relacionar terminologias, cronologias, geografias e metodologias. Nas bases de dados Scopus e Web of Science (WOS), consideraram-se as publicações do período de 2000 a 2019 que tinham por população em estudo os professores em fase avançada da sua carreira docente, ou seja, com mais de 50 anos e/ou mais de 20 anos de experiência. Identificaram-se artigos com ênfase no desenvolvimento profissional, nos conhecimentos profissionais, na satisfação profissional e na saúde, ênfases a que correspondem, por vezes, diferentes terminologias, geografias e cronologias. Verifica-se que, sendo o final de carreira cada vez mais variável, se torna necessário que a investigação vá para além dos critérios enunciados (idade e anos de experiência), de forma a discriminar situações que oscilam entre os 50 e os 70 anos de idade, ou entre os 20 e os 45 anos de serviço. Este alargamento exigirá alterações de terminologias e inversões de tendência nos estudos sobre o ciclo de vida dos professores.

show abstract

One size never fits all: Teachers’ responses to standardized curriculum materials and implications for early childhood teacher educators

Cited by 14 publications

References 26 publications

Elementary Teachers’ Perceptions and Reported Enactment of Autonomy From Prescribed Pacing Guides

Elementary Teachers’ Perceptions and Reported Enactment of Autonomy From Prescribed Pacing Guides

Developing Preservice Teachers’ Equity Consciousness and Equity Literacy

O ciclo de vida dos professores e a extensão da idade da reforma: Perspetivas de estudo a partir de uma revisão de literatura

Contact Info

Product

Resources

About