Abstract
ABSTRACTThis article examines how three urban elementary school teachers adapted pedagogical strategies from a school district–adopted core reading program to increase their students’ access to the curriculum. Using teacher interviews and classroom observations to construct a descriptive case study of teacher adaptation, analysis reveals that the teachers: (a) provided social scaffolds that engaged students in a reading community, (b) repositioned students as active participants in constructing knowledge, and (c) embedded reading within authentic experiences. Results suggest that increased attention to when, how, and why teachers make adaptations to core curriculum programs is needed to ensure student access.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
