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Commentary: New Paradigms for Understanding Elementary Teachers’ Interactions with Instructional Materials

Item

Title
Commentary: New Paradigms for Understanding Elementary Teachers’ Interactions with Instructional Materials
Abstract/Description
The rapidly changing landscape of instructional materials in elementary education has involved both a wider range of available materials, particularly online, as well as increasing use of materials provided to teachers by other teachers on sites such as Pinterest and Teachers Pay Teachers. In this commentary, I outline three key shifts in teacher-curriculum interactions associated with this changing landscape—shifts in the verbs used to describe teachers’ actions in choosing and using instructional materials as well as a shift in the preparation and support of teachers. I then share key implications of and questions raised by these shifts, particularly with respect to equity for teachers and students.
Author/creator
Drake, Corey
Date
2021
In publication
The Elementary School Journal
Volume
122
Issue
1
Pages
136-140
Resource type
en Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Commentary/Editorial
Open access/full-text available
en No
Peer reviewed
en Yes
ISSN
0013-5984
DOI
10.1086/715631
URL
Official Publisher's Webpage (The University of Chicago Press Journals)
Citation
Drake, C. (2021). Commentary: New Paradigms for Understanding Elementary Teachers’ Interactions with Instructional Materials. The Elementary School Journal, 122(1), 136–140. https://doi.org/10.1086/715631
Item sets
Handbook Chapter 19 Citations

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