Curriculum designers often assume that teachers implement curricula as written, yet research shows that all teachers adapt curricula. Adaptation is especially important in the context of sustained curriculum implementation, as some level of adaptation may be necessary for teachers to feel ownership over a program. However, whereas some adaptations are productive, others undermine program effectiveness. This study identifies, describes, and evaluates adaptations to a literacy intervention curriculum for struggling adolescent readers. Data were collected through observation and interviews of 2 teachers in a school that had sustained implementation of a literacy curriculum after the conclusion of the intervention study. Six focal adaptations were identified—3 from each teacher—and analyzed for productivity. Of the 6 adaptations, only 2 met criteria for productivity. This suggests that making productive adaptations is difficult and that teachers should be supported in productively adapting curricula through educative curriculum materials and effective professional development.

中文翻译：

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“然后我的创造力接管了”：教师适应青少年识字课程的效率

课程设计者通常假设教师按照书面形式实施课程，但研究表明所有教师都会调整课程。在持续实施课程的背景下，适应尤其重要，因为一定程度的适应可能是教师对课程感到自主的必要条件。然而，尽管一些调整是富有成效的，但其他调整会破坏计划的有效性。本研究确定、描述和评估了对困难青少年读者读写干预课程的适应性。数据是通过对干预研究结束后持续实施扫盲课程的学校的 2 名教师的观察和访谈收集的。确定了六个焦点适应——每个教师 3 个——并分析了生产力。在 6 个改编版中，只有 2 个符合生产力标准。这表明进行富有成效的调整是困难的，应该支持教师通过教育性课程材料和有效的专业发展有效地调整课程。