Heterogeneous Design, Heterogeneous Dilemmas

• In Event: Poster Session 9
  In Poster Session: Teacher Knowledge and Beliefs in the Context of Schooling

Abstract

This paper examines how one AP English teacher plans and prepares curriculum in her open-enrollment, heterogeneous AP English Literature class as well as how she manages curricular dilemmas. Teachers who have experience transition to open-enrollment policy offer a unique perspective on meeting high academic standards among students with varying degrees of readiness as well as managing the inherent dilemmas.

In this prototypic case study of one open-enrollment AP English teacher, the teacher reported increases in planning challenges without corresponding increases in planning affordances. This paper focuses specifically on the dilemma between AP Exam Results and Authentic Curricular Experiences. The implications include critical suggestions for research and policy related to increased dilemma-load and decreased resources for teachers and essential systemic changes.

Author

• Shannon S. Moon, Mills College