Challenging Scripted Curricula With Adaptive Teaching
Bibliographic Data
| ID | 9731979 |
|---|---|
| Authors | Margaret Vaughn (0000-0001-8832-8366, Washington State University, Pullman, WA, corresponding author), Seth A Parsons (0000-0001-9221-6914, George Mason University, Fairfax, VA), Melissa A Gallagher (0000-0002-0678-4163, University of Houston, Houston, TX) |
| Year | 2022 |
| Volume | 51 |
| Issue | 3 |
| Pages | 186-196 |
| Publication date | 2022-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x211065752 |
| OpenAlex | W4200373899 |
| Language | EN |
| Citations received | 19 |
| References cited | 63 |
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
Adaptability · Cornerstone · Curriculum · Engineering ethics · Geography · Management · Mathematics education · Medical education · Pedagogy · Political science · Population · Public relations · Sociology · Educational Assessment and Improvement · Engineering · Medicine · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
Heterogeneity in students’ perceptions of teaching quality
AI for adaptive science teaching
How much is too much? Refining normative evaluations of prescriptive curriculum
Perceived professional learning community culture and adaptive teaching practices among Chinese teachers
A latent profile analysis of adaptive teaching and its associations with self-efficacy in special education needs and professional collaboration
Preservice teachers as curriculum deliverers or curriculum-makers? Exploring curriculum-making conceptions and opportunities in professional experiences
Displacement in Young Adult Literature
Teachers’ Principled Resistance to Curricular Control
When Science of Reading Meets Equity
English Language Arts curriculum design and use
Meaning‐based, code‐based, and vocabulary‐based instruction in middle and high school classrooms
Investigating novice teacher decisional capital and its relationship to professional learning community and sense of efficacy
Using Peer Coaching to Promote Adaptive Literacy Teaching in Preservice Teacher Education
Teachers’ perspectives towards German language learning for multilingual pupils in pull-out classes
The impact of interviewing a reading interventionist on preservice teachers’ self-efficacy and views of reading instruction
Promoting pre-service teachers’ learning performance and perceptions of inclusive education
Secondary teachers’ experiences of presence in teaching
Bridging Theory to Practice
Culturally Relevant Pedagogy in Practice
(In)Fidelity
Teachers’ Instructional Adaptations
Validating the Interpretations and Uses of Test Scores
Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance
Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance
Teachers’ Beliefs and Educational Research
Testing Structural Equation Models
Meritocracy 2.0
Rising Inequality in Family Incomes and Children's Educational Outcomes
Teachers working together to resist and remake educational policy in contexts of standardization
Developing adaptive teaching practices through participation in cogenerative dialogues
Becoming a more adaptive teacher through collaborating in Lesson Study? Examining the influence of Lesson Study on teachers’ adaptive teaching practices in mainstream secondary education
The allure of simplicity
Developing Adaptive Teaching Competency through coaching
Raising the stakes
Scripted and Narrowed Curriculum Reform in Urban Schools
Rethinking Achievement Gap Talk in Urban Education
Abolitionist Teaching in an Urban District
Aligning the Science of Reading With Adaptive Teaching
The Budl Effect
High-Stakes Testing and Curricular Control
Impacts of School Racial Composition on the Mathematics and Reading Achievement Gap in Post Unitary Charlotte-Mecklenburg Schools
Exploring Student Achievement Gaps in School Districts Across the United States
Accountability Policy, School Organization, and Classroom Practice
Using Children’s Mathematical Knowledge in Instruction
A Multiple Case Study of Two Teachers’ Instructional Adaptations
From the Achievement Gap to the Education Debt
Cognition and Improvisation
Toward a Theory of Culturally Relevant Pedagogy
Does Thoughtfully Adaptive Teaching Actually Exist? A Challenge to Teacher Educators
Toward Adaptability
Beyond Knowledge
Preparing Mainstream Classroom Teachers of English Learner Students
Adaptive Teaching in STEM
In Their Own Words
This Issue
| Unique citing works | 19 |
|---|---|
| Citations per year | 4,75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 19 |