Designing for Productive Adaptations of Curriculum Interventions

Item

Title

Designing for Productive Adaptations of Curriculum Interventions

Abstract/Description

Productive adaptations at the classroom level are evidence-based curriculum adaptations that are responsive to the demands of a particular classroom context and still consistent with the core design principles and intentions of a curriculum intervention. The model of design-based implementation research (DBIR) offers insights into complexities and challenges of enacting productive curriculum adaptations. We draw from empirical research in mathematics and science classrooms to illustrate criteria for productive adaptations. From these examples, we identify resources needed to encourage and sustain practices to promote productive adaptations in classrooms.

Author/creator

Debarger, Angela Haydel

Choppin, Jeffrey

Beauvineau, Yves

Moorthy, Savitha

Date

2013

In publication

Teachers College Record

Volume

115

Issue

14

Pages

298-319

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

IRE Approach/Concept

Design-Based Implementation Research (DBIR)

Language

en

Open access/full-text available

en Yes

Peer reviewed

en Yes

ISSN

0161-4681

DOI

10.1177/016146811311501407

URL

Official Publisher's Webpage (SAGE Journals)

Full-text PDF Shared by Author (Academia.edu)

Citation

Debarger, A. H., Choppin, J., Beauvineau, Y., & Moorthy, S. (2013). Designing for Productive Adaptations of Curriculum Interventions. Teachers College Record, 115(14), 298–319. https://doi.org/10.1177/016146811311501407

Cited in

Introducing Improvement Research in Education

Abbreviation

Teachers College Record

Item sets

IRE Handbook Introduction Citation

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