Teacher Enactment of an Educative Inquiry Curriculum in History

• In Event: 75.036 - Critical Perspectives on Pedagogy Across Content Areas

Abstract

This study contributes a new perspective to the limited research on teacher enactment of social studies curriculum. Borrowing from curricular conceptualizations in mathematics research, we examine teacher enactment of inquiry-based history curriculum, with special attention to the moments of departure from from the written curriculum. We propose that rather than examine curricular enactment through the lens of fidelity of implementation, we might consider examining moments of enacted departures as indications of teacher interpretation of curricular resources and adaptation for specific student populations.

Authors

• Abby Reisman, University of Pennsylvania

• Bradley Fogo, Stanford University