Middle School Science Teachers’ Views on Scripted Curriculum in Linguistically Diverse Classrooms

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Abstract

Scripted curricula have been around for about 200 years but only recently expanded beyond reading to other content areas largely due to accountability. While scripted curricula have perceived benefits, including standardizing what occurs in classrooms, it can negatively impact teacher autonomy. This study examined three middle school science teachers’ views on scripted curricula as it was mandated in their school district. Results show the teachers viewed the shift to scripted curricula in a negative light stating it made them feel disrespected as experienced teaching professionals. They also viewed the scripted curricula as a detriment to their students’ learning, especially for Emergent Bilingual students that need differentiated support to facilitate learning of content and language simultaneously.

Authors

• Sissy S. Wong, University of Houston

• Samuel Katende, University of Houston

• Maria Alexandra Walsh, University of Houston

• Raju Ahmmed, University of Houston

• Jie Zhang, University of Houston