Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
 

Conceptualizing Virtual Instructional Resource Enactment in an Era of Greater Centralization, Specification of Quality Instructional Practices, and Proliferation of Instructional Resources


by John L. Lane, Brian J. Boggs, Zixi Chen & Kaitlin T. Torphy - 2019

This article conceptualizes the enactment of virtual instructional resources. We propose a framework that combines traditional concepts of curricular enactment (e.g., the designated, intended, and enacted curriculum) with concepts more salient to the implementation of virtual instructional resources. More specifically, we develop a model that considers the purpose of virtual instruction resources (core or supplemental), the social organizational contexts (e.g., district administrators, teacher professional communities, individual teachers) that shape the enactment of virtual instruction resources, and the process—from creation to enactment—through which virtual instructional resources impact classrooms. We first offer a brief overview of the greater specification of desirable instructional practices and greater centralization, because it is our assertion that virtual instructional resource enactment can best be understood in the context of other important changes and contexts in education more broadly. Next, we introduce our conceptual model of virtual instructional resource enactment. We then specify the concepts of purpose, social organization, and process and situate these concepts in our model. Third, we explain how purpose, social organization, and process influence different aspects of life in schools, including sensitivity to specific contexts, teacher learning, affordances for search and transfer, opportunities for participation in professional communities, and consistency of implementation. We conclude with a discussion in which we articulate the potential tensions and provide direction for future research.


To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Conceptualizing Virtual Instructional Resource Enactment in an Era of Greater Centralization, Specification of Quality Instructional Practices, and Proliferation of Instructional Resources
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 121 Number 14, 2019, p. -
https://www.tcrecord.org ID Number: 23041, Date Accessed: 12/6/2019 1:49:22 PM

Purchase Reprint Rights for this article or review
 
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • John Lane
    Michigan State University
    E-mail Author
    JOHN L. LANE is a research associate at Michigan State University. His research focuses on multiple aspects of reform including teacher learning, social contexts of teaching, school leadership, and policy.
  • Brian Boggs
    Michigan State University
    E-mail Author
    BRIAN J. BOGGS is the associate director of the Office of K-12 Outreach, adjunct professor in the Department of Educational Administration, and affiliate faculty of the Masters of Public Policy program at Michigan State University. His primary research interest concerns how educational politics affects educational policy.
  • Zixi Chen
    Michigan State University
    E-mail Author
    ZIXI CHEN is a doctoral student in the Measurement and Quantitative Methods program at Michigan State University. Her research focuses on teachers’ use of technology and virtual resources in the digital age.
  • Kaitlin Torphy
    Michigan State University
    E-mail Author
    KAITLIN T. TORPHY is the lead researcher and founder of the Teachers in Social Media Project at Michigan State University. Her research interests include how teachers secure and enact virtual instructional resources in the 21st century.
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS