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

Annotations

There are no annotations for this resource.