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A Theoretical Framework for Studying Teachers’ Curriculum Supplementation
Review of Educational Research ( IF 8.3 ) Pub Date : 2021-12-28 , DOI: 10.3102/00346543211063930
Daniel Silver 1
Affiliation  

The vast majority of U.S. teachers supplement their officially adopted curriculum materials with unofficial materials. Despite this, the body of supplementation-relevant literature tends not to focus on supplementation specifically, so lacks cohesion, and sometimes fails to capture all aspects the phenomenon. I systematically review supplementation-relevant literature from 2015 to 2020 and report seven areas of consensus in the literature around (1) who is involved in teacher-level curriculum supplementation, (2) important dimensions of supplementation, and (3) the educational value of supplementation. To provide future researchers a common starting point for studying teacher curriculum supplementation, I propose the Teacher Curriculum Supplementation Framework, a flexible yet testable analytical tool for systematizing scholarly inquiry around teacher curriculum supplementation and its effects on teachers and students.



中文翻译:

教师课程补充研究的理论框架

绝大多数美国教师用非官方材料补充他们正式采用的课程材料。尽管如此,补充相关文献的主体往往没有专门关注补充,因此缺乏凝聚力,有时无法涵盖这一现象的所有方面。我系统地回顾了 2015 年至 2020 年与补充相关的文献,并报告了文献中的七个共识领域:(1)谁参与了教师水平的课程补充,(2)补充的重要维度,以及(3)补充。为了给未来的研究人员提供一个共同的起点来研究教师课程补充,我提出了教师课程补充框架,

更新日期:2021-12-29
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