This manuscript explores how the changing policy context of common standards may have influenced the provision of curriculum materials in the United States. Many educational reforms do little to change the nature of classroom instruction, and prior research has argued that this constancy is, at least in part, due to the common use of instructional materials from a small set of large publishing companies (Rowan in J Educ Change 3(3–4):283–314, 2002). However, common standards have been in place in many states since 2010, creating the potential for states to create and share curricular materials with each other, as well as for new organizations to enter the curriculum marketplace. Instructional materials provide a direct link to the instructional core, and recent research demonstrates that individual teachers, schools, and districts are increasingly selecting instructional materials from a variety of online sources, including databases of open educational resources and open-access, yearlong curricula. These materials are created, curated, and/or disseminated by state education agencies, nonprofit organizations, for-profit companies, and education employees. In this essay, we describe this new context and provide several cases of the shifting landscape of supply and demand related to curriculum materials. Various configurations of organizations are taking innovative approaches to providing curriculum materials in the context of the Common Core State Standards, as well as to influencing the materials school systems adopt. Finally, we discuss the implications of this backdrop for curriculum policy and practice.

中文翻译：

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共同核心州立标准时代课程市场生态的变化

这份手稿探讨了共同标准不断变化的政策背景可能如何影响美国课程材料的提供。许多教育改革几乎没有改变课堂教学的性质，先前的研究认为，这种持续性至少部分是由于普遍使用来自一小部分大型出版公司的教学材料（罗文在 J Educ Change 3(3–4):283–314, 2002)。然而，自 2010 年以来，许多州已经制定了通用标准，这为各州创建和共享课程材料以及新组织进入课程市场创造了潜力。教学材料提供了与教学核心的直接联系，最近的研究表明，个别教师、学校、和地区越来越多地从各种在线资源中选择教学材料，包括开放教育资源数据库和开放获取、为期一年的课程。这些材料由州教育机构、非营利组织、营利性公司和教育员工创建、策划和/或传播。在本文中，我们描述了这种新的背景，并提供了几个与课程材料相关的供需格局变化的案例。各种组织正在采取创新方法在共同核心州标准的背景下提供课程材料，并影响学校系统采用的材料。最后，我们讨论了这种背景对课程政策和实践的影响。