Intersections of Teacher Visioning and Adaptability: A Multicase Study of Elementary Teachers’ Visions and Instructional Adaptations

• In Event: Roundtable Session 22
  In Roundtable Session: Teachers’ Identities and Perspectives on Teaching

Abstract

With increased efforts to standardize curricula teachers are frequently required to incorporate restrictive curricula. Through the articulation of one's vision, teachers are able to negotiate the complexities of teaching within today's educational context (Fairbanks et al., 2010; Author, 2011; 2013). Taken together, an examination of teacher visioning and adaptive teaching may provide insight into the complex decisions teachers must engage, as they work to meet today's increasingly diverse student population. Given this important aim, the current proposal examines the visions and instructional adaptations of six classroom teachers from across grades Kindergarten through fifth grade, as they taught Native American students, during a supplemental summer literacy program, in a public school, in the Pacific Northwest.

Author

• Margaret Vaughn, University of Idaho