Examining a Teacher's Implementation of a High-Quality Curriculum

• In Event: Instructional Support, Creative Learning, and Knowledge Building

Abstract

High-quality curriculum should be conceptual, disciplinary, and developmentally appropriate for students (Callahan et al. 2015). How teachers implement curriculum is important because it influences instructional alignment with high-quality curriculum indicators. It is likely teachers will modify a given curriculum to allow for variations in a classroom. Therefore, more needs to be known regarding how to implement curriculum to maintain faithfulness to underlying curricular principles. This descriptive case study (Yin, 2014) examines how one teacher implemented a high-quality curriculum while maintaining equitable learning experiences for primary-grade students. Interviews and observations were collected for three summers during a program for primary-grade students. This study’s findings may illuminate factors for teachers to consider when equitably implementing high-quality curriculum for all students.

Authors

• Jane Patrick, inquirED

• Leighann Pennington, University of Virginia

• Alicen Brown, University of Virginia

• Tonya R. Moon, University of Virginia

• Catherine M Brighton, University of Virginia