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Designing for Productive Adaptations of Curriculum Interventions

by Angela Haydel Debarger, Jeffrey Choppin, Yves Beauvineau & Savitha Moorthy - 2013

Productive adaptations at the classroom level are evidence-based curriculum adaptations that are responsive to the demands of a particular classroom context and still consistent with the core design principles and intentions of a curriculum intervention. The model of design-based implementation research (DBIR) offers insights into complexities and challenges of enacting productive curriculum adaptations. We draw from empirical research in mathematics and science classrooms to illustrate criteria for productive adaptations. From these examples, we identify resources needed to encourage and sustain practices to promote productive adaptations in classrooms.

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This article originally appeared as NSSE Yearbook Vol 112. No. 2.

Cite This Article as: Teachers College Record Volume 115 Number 14, 2013, p. 298-319
https://www.tcrecord.org ID Number: 18349, Date Accessed: 7/12/2020 7:36:22 PM

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About the Author
  • Angela Debarger
    SRI International
    E-mail Author
    ANGELA HAYDEL DEBARGER is a senior research scientist at SRI International’s Center for Technology in Learning. Her research focuses on using principles of evidence-centered design and universal design for learning to inform the design of innovative technology-supported classroom and large-scale assessments. Recent publications include “Exploring middle school students’ conceptions of the relationship between genetic inheritance and cell division” (2011, Science Education) with Michelle Williams, Beronda Montgomery, Xuechen Zhou, and Erika Tate, and the book chapter “Teaching routines to enhance collaboration using classroom network technology” (2011, Techniques for fostering collaboration in online learning communities: Theoretical and practical perspectives) with William Penuel, Christopher Harris, and Patricia Schank.
  • Jeffrey Choppin
    University of Rochester
    E-mail Author
    JEFFREY CHOPPIN is an associate professor of education at the University of Rochester. His research focuses on how teachers learn from enacting innovative curriculum materials, particularly with respect to teacher knowledge of how the materials develop student reasoning around key mathematical concepts. Recent publications include “Learned adaptations: Teachers’ understanding and use of curriculum resources” (2011, Journal of Mathematics Teacher Education), “The impact of professional noticing on teachers’ adaptations of challenging tasks” (2011, Mathematical Thinking and Learning), and “The role of local theories: Teacher knowledge and its impact on engaging students with challenging tasks” (2011, Mathematics Education Research Journal).
  • Yves Beauvineau
    Denver Public Schools
    E-mail Author
    YVES BEAUVINEAU has five years of experience teaching middle school Earth science and leading professional development in an underserved community for Denver Public schools. His insights are grounded in observations done in his own classroom. As a co-design teacher working alongside researchers in the Contingent Pedagogies project, Beauvineau has utilized the novel pedagogies in his classroom and seen the promises of the approach. As a practitioner, he is also very interested in the type of pedagogies that promote deep understanding and sense making of the natural phenomena while building on the students’ cultural and linguistic strength and their development of scientific discourse and identity.
  • Savitha Moorthy
    SRI International
    E-mail Author
    SAVITHA MOORTHY is an education researcher at SRI International’s Center for Technology in Learning. Her professional interests include language and literacy, science education, technology in education, and formative assessment. Trained in discourse analysis and ethnography, Moorthy’s work focuses on illustrating how learning-consequential interactions and discourse practices can foster improved learning outcomes across several domains for all students including vulnerable populations such as English Language Learners/Dual Language Learners.
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