A Research-to-Practice Partnership Investigation of Integrated Curricula in Diverse First-Grade Classrooms

• In Event: AERA Poster Session 7
  In Poster Session: Innovations in Literacy Research, Theory, and Practice: Poster Session 2

Abstract

Although integrated curricula have the potential to support disciplinary knowledge, educators are often faced with competing goals to meet the demands of curriculum integration as well as the need to build foundational skills. This study sought to examine one district’s implementation of a newly developed integrated curriculum by exploring Grade 1 teacher perceptions and explicit instructional practices in reading across three diverse elementary schools. Findings from classroom observations, teacher focus groups, and a curriculum audit suggest specific student population needs and time constraints affect teacher perceptions of the curriculum and their implementation of explicit instructional practices. Other findings are in line with previous research on integrated curricula further underscoring the importance of the consideration of specific student population needs.

Authors

• Jerae Kelly, University of Hawaii - Manoa

• Kelli D. Cummings, Dr.

• Rebecca Silverman, Stanford University