Influence of Educative Curriculum Materials on Teachers’ Learning and Teaching

• In Event: The Role of Educative Curriculum Materials in Supporting Science Teaching Practices With English Language Learners

Abstract

Objective
This paper examines whether the use of Educative Curriculum Materials (ECMs) effected changes in teachers’ knowledge, attitudes, and practices. In particular, we document and characterize the impact of ECMs designed to support teachers’ instruction of English language learners (ELLs). We also summarize preliminary analysis of the effects of teaching on student learning.

Method and Data Sources
Structured interviews were conducted, recorded, and transcribed with 15 teachers before, during, and after teaching the curriculum unit over two consecutive years. Protocols and an initial coding scheme were developed based on the study’s research questions and hypotheses and the transcripts were coded and IRR established. Following the initial coding, three primary themes were identified and the coding structure was modified to allow detailed exploration of these themes. The primary theme is changes in teachers’ attitudes and practices, however the two secondary themes—efficacy and perceptions of curricular materials—can be directly related to the primary theme and add to understanding of how and why teachers’ practices changed (or failed to change) over the two year course of the study. We examined changes in teachers’ responses to questions focusing on their efficacy and strategy use with ELL students in science across the two years of implementation.

Trained data collectors also observed the study’s 15 teachers six times over the course of two years, using a structured protocol to document teachers’ use of strategies to support ELLs. Two teachers served as case study teachers in year two and were observed four additional times. These data were examined to determine whether and how the presence of educative curriculum features impacted teachers’ implementation of the treatment unit.

Results
Initial analysis indicates that many of the teachers with access to ELL strategies increased their use of instructional strategies designed to support ELLs in their classrooms, while teachers using the same curriculum without ECMs did not. In addition, teachers who used the ECMs expanded their knowledge of ELL instructional strategies. Moreover, teachers who demonstrated an increase in efficacy often directly tied this increase to the curriculum materials. Interview data also indicates that teachers’ perceptions of their students’ needs may affect instructional choices with respect to use of ELL strategies.

HLM analyses indicated significant variability at the classroom level; particularly for the science knowledge measures. Notably, for those teachers who reported that they read, used, and found ECMs useful, gains were reported for their students’ scores on the science measures. Analysis of the observations for each classroom supported these findings.

Scholarly Significance
Given the significant increase in ELLs in classrooms across the country and the large percentage of teachers who report feeling unprepared to effectively teach this population ECMs represent a relatively cost effective way to provide teachers with “training” in this area. Research that attempts to determine the effectiveness of these features is needed to insure that teachers are given the most effective tools possible and that resources are being used in a cost effective and responsible way.

Authors

• Gina Cervetti, University of Michigan

• Michelle J Drummond, Albuquerque Public Schools

• Alison Knight Billman, University of California - Berkeley

• Jonna M. Kulikowich, The Pennsylvania State University