Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/6844
Title: Professional Learning to Support the Implementation of Instructional Materials: Case Studies From an Integrity Perspective
Authors: Russell, John
Keywords: Design
Issue Date: Jun-2020
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Russell, J. (2020). Professional Learning to Support the Implementation of Instructional Materials: Case Studies From an Integrity Perspective. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 983-990). Nashville, Tennessee: International Society of the Learning Sciences.
Abstract: The design of professional learning to support the implementation of instructional materials with fidelity is prefaced on the point of view researchers take of the choices teachers make, consciously and unconsciously, in making adaptations for their classroom. Drawing on evidence from two cases where teachers made adaptations to high quality instructional materials during the Analyzing Instruction in Mathematics through the Teaching for Robust Understanding (AIM-TRU) model for professional learning, we analyze the interplay between the teacher, instructional materials, and other participants as they took an integrity perspective to the curriculum, based on understanding the conceptual framework that underlies its design. In doing so, we show how professional learning effects implementation of materials positively when specific design choices are made.
URI: https://doi.dx.org/10.22318/icls2020.983
https://repository.isls.org//handle/1/6844
Appears in Collections:ICLS 2020

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