Teachers as Curriculum Designers: Inviting Teachers into the Productive Struggle

References

• Andrews, P. G. (2008). Centering on students in the middle grades curriculum. Middle School Journal, 40(2), 44–51. doi:10.1080/00940771.2008.11461672
   Google Scholar
• Bakah, M., Voogt, A. B., & Pieters, J. M. (2012). Curriculum reform and teachers’ training needs: The case of higher education in Ghana. International Journal of Training and Development, 16(1), 67–76. doi:10.1111/j.1468-2419.2011.00389.x
   Google Scholar
• Bigelow, M., Weseley, P., & Opsahi, L. (2009). Multicultural education in a K-12 modern language department: Reconciling the professional development experience. International Journal of Multicultural Education, 11(2), 1–17. doi:10.18251/ijme.v11i2.220
   Google Scholar
• Binkhorst, F., Handelzalts, A., Poortman, C., & van Joolingen, W. (2015). Understanding teacher design teams–A mixed methods approach to developing a descriptive framework. Teaching and Teacher Education, 51, 213–224. doi:10.1016/j.tate.2015.07.006
   Web of Science ®Google Scholar
• Binkhorst, F., Poortman, C. L., McKenney, S. E., & van Joolingen, W. R. (2018). Revealing the balancing act of vertical and shared leadership in teacher design teams. Teaching and Teacher Education, 72, 1–12. doi:10.1016/j.tate.2018.02.006
   Web of Science ®Google Scholar
• Bishop, P. A., & Harrison, L. M. (2021). The successful middle school: This we believe. Association for Middle Level Education.
   Google Scholar
• Booher-Jennings, J. A. (2015). Teachers’ sensemaking of data and implications for equity. American Educational Research Journal, 52, 861–893.
   Web of Science ®Google Scholar
• Britton, K. L., & Johannes, J. L. (2003). Portfolios and a backward approach to assessment. Mathematics Teaching in the Middle School, 9(2), 70–76. doi:10.5951/MTMS.9.2.0070
   Google Scholar
• Brown, M. (2009). The teacher-tool relationship: Theorizing the design and use of curriculum materials. In J. T. Remillard, B. Herbel-Eisenmann, & G. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 17–36). Routledge.
   Google Scholar
• Brownell, W. A., & Sims, V. M. (1946). The nature of understanding. In N. B. Henry (Ed.), The measurement of understanding (pp. 27–43). Forty-fifth yearbook of the National Society for the Study of Education, Part I. University of Chicago Press.
   Google Scholar
• Cal, G., & Thompson, D. R. (2014). The enacted curriculum as a focus of research. In D. R. Thompson & Z. Usiskin (Eds.), Enacted mathematics curriculum, a conceptual framework and research needs (pp. 1–19). Information Age Publishing.
   Google Scholar
• Childre, A., Sands, J. R., & Pope, S. T. (2009). Backward design. Teaching Exceptional Children, 41(5), 6–14. doi:10.1177/004005990904100501
   Google Scholar
• Clandinin, D. J., & Connelly, F. M. (1992). Teacher as curriculum maker. In P. W. Jackson (Ed.), Handbook of research on curriculum (pp. 363–401). Macmillan.
   Google Scholar
• Crocco, M, S., & Costigan, A. (2006). High-stakes teaching: What’s at stake for teachers (and students) in the age of accountability. The New Educator, 2, 1–13.
   Google Scholar
• Davidovitch, N., Yavich, R., & Keller, N. (2014). Mathematics and experiential learning - are they compatible? Journal of College Teaching and Learning, 11(3), 135–148. doi:10.19030/tlc.v11i3.8759
   Google Scholar
• Dewey, J. (1910). How we think. D.C. Heath and Company. doi:10.1037/10903-000
   Google Scholar
• Dewey, J. (1926). My pedagogic creed. Journal of Education, 104(21), 542. doi:10.1177/002205742610402107
   Google Scholar
• DuFour, R. (2004a). Leading edge: The best staff development is in the workplace, not in a workshop. Journal of Staff Development, 25(2). Retrieved from http://www.nsdc.org/library/publications/jsd/dufour252.cfm
   Google Scholar
• DuFour, R. (2004b). What is a “professional learning community”? Educational Leadership, 61(8), 6–11.
   Web of Science ®Google Scholar
• Egan, K. (1978). What is curriculum? Curriculum Inquiry, 8(1), 65–72. doi:10.1080/03626784.1978.11075558
   Web of Science ®Google Scholar
• Even, R., & Olsher, S. (2014). Teachers as participants in textbook development: The integrated mathematics wiki-book project. In Y. Li & G. Lappan (Eds.), Mathematics curriculum in school education (pp. 333–350). Springer.
   Google Scholar
• Festinger, L. (1957). A theory of cognitive dissonance. Stanford University Press.
   Google Scholar
• Gerrard, J., & Farrell, L. (2014). Remaking the professional teacher: Authority and curriculum reform. Journal of Curriculum Studies, 46(5), 634–655. doi:10.1080/00220272.2013.854410
   Web of Science ®Google Scholar
• Graff, N. (2011). An effective and agonizing way to learn: Backwards design and new teachers’ preparation for planning curriculum. Teacher Education Quarterly, 38(3), 151–168.
   Google Scholar
• Gujarati, J. (2011). From curriculum guides to classroom enactment: Examining early career elementary teachers’ orientations toward standards-based mathematics curriculum implementation. Journal of Mathematics Education at Teachers College, 2011(Spring–Summer), 40–47.
   Google Scholar
• Handelzalts, A. (2009). Collaborative curriculum design in teacher design teams (Thesis University of Twente, Enschede). Retrieved from http://doc.utwente.nl/67385/.
   Google Scholar
• Hartley, J. (2004). Case study research. In C. Cassell & G. Symon (Eds.), Essential guide to qualitative methods in organizational research (pp. 323–333). Sage Publshing.
   Google Scholar
• Hatano, G. (1988). Social and motivational bases for mathematical understanding. In G. B. Saxe & M. Gearhart (Eds.), Children’s mathematics. New directions for child development (pp. 55–70). Jossey Bass.
   Google Scholar
• Havnes, A. (2009). Talk, planning and decision-making in interdisciplinary teacher teams: A case study. Teachers and Teaching: Theory and Practice, 15(1), 155–176. doi:10.1080/13540600802661360
   Web of Science ®Google Scholar
• Hendrickson, S. (2006). Backward approach to inquiry. Science Scope, 29(4), 30–33.
   Google Scholar
• Hiebert, J., & Grouws, D. A. (2007). The effects of classroom mathematics teaching on students’ learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 371–404). Information Age.
   Google Scholar
• Hoy, W. K., & Sweetland, S. R. (2001). Designing better schools: The meaning and measure of enabling school structures. Educational Administration Quarterly, 37(3), 296–321. doi:10.1177/00131610121969334
   Web of Science ®Google Scholar
• Hughes, H., & Jones, S. (2020a, April 1) This is not homeschooling, distance learning, or online schooling. The Atlanta Journal Constitution. Retrieved from https://www.ajc.com/blog/get-schooled/opinion-this-not-home-schooling-distance-learning-online-schooling/b9rNnK77eyVLhsRMhaqZwL/
   Google Scholar
• Hughes, H. E., & Jones, S. (2020b, April 15). COVID-19 learning: How parents, teachers and professors are adapting their approach to education. NPR: On Point. Retrieved from https://www.npr.org/podcasts/510053/on-point
   Google Scholar
• Huizinga, T., Handelzalts, A., Nieveen, N., & Voogt, J. M. (2014). Teacher involvement in curriculum design: Need for support to enhance teachers’ design expertise. Journal of Curriculum Studies, 46(1), 33–57. doi:10.1080/00220272.2013.834077
   Web of Science ®Google Scholar
• Jackson, A. W., & Davis, G. A. (2000). Turning points 2000: Educating adolescents in the 21st century. Teachers College Press & National Middle School Association.
   Google Scholar
• Kelting-Gibson, L. M. (2005). Comparison of curriculum development practices. Educational Research Quarterly, 29(1), 26–36.
   Google Scholar
• Kliebard, H. M. (1982). Education at the turn of the century: A crucible for curriculum change. Educational Researcher, 11(1), 16–24. doi:10.3102/0013189X011001016
   Google Scholar
• Labaree, D. (1996). The trouble with Ed. schools. Educational Foundations, 10(3), 1–19.
   Google Scholar
• McTighe, J., & Wiggins, G. (2012). Understanding by design framework. [White paper]. Association for Supervision and Curriculum Development. Retrieved from https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
   Google Scholar
• Murray, A. D., McDonald, A., & York, M. A. (2006). Teaching early childhood assessment online: A state-wide multi-university collaboration. Journal of Early Childhood Teacher Education, 27(3), 313–321. doi:10.1080/10901020600843723
   Google Scholar
• Pinar, W. F. (2012). What is curriculum theory? Routledge.
   Google Scholar
• Purnell, K. (2007). Geography fieldwork: Making a difference by using a ‘backward design process’ to enhance learning. Geographical Education, 20, 42–47.
   Google Scholar
• Ragin, C. C. (1994). Constructing social research: The unity and diversity of method. Pine Forge Press.
   Google Scholar
• Ronfeldt, M., Farmer, S. O., McQueen, K., & Grissom, J. A. (2015). Teacher collaboration in instructional teams and student achievement. American Educational Research Journal, 52(3), 475–514. doi:10.3102/0002831215585562
   Web of Science ®Google Scholar
• Stake, R. E. (1995). The art of case study research. Sage Publications.
   Google Scholar
• Stiler, G. (2009). Planning to serve: Using backwards planning to design service-learning lesson plans in the preservice curriculum. Journal on Excellence in College Teaching, 20(2), 105–123.
   Google Scholar
• Tronsmo, E., & Nerland, M. (2018). Local curriculum development as object construction: A sociomaterial analysis. Teaching and Teacher Education, 72, 33–43. doi:10.1016/j.tate.2018.02.008
   Web of Science ®Google Scholar
• Tschannen-Moran, M. (2009). Fostering teacher professionalism in schools. Educational Administration Quarterly, 45(2), 217–247. doi:10.1177/0013161X08330501
   Web of Science ®Google Scholar
• Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education, 61, 47–59. doi:10.1016/j.tate.2016.10.001
   Web of Science ®Google Scholar
• Velthius, C., Fisser, P., & Pieters, J. (2015). Collaborative curriculum design to increase science teaching self-efficacy: A case study. The Journal of Educational Research, 108(3), 217–225. doi:10.1080/00220671.2013.878299
   Web of Science ®Google Scholar
• Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91. doi:10.1016/j.tate.2007.01.004
   Web of Science ®Google Scholar
• Voogt, J., Westbroek, H., Handelzalts, A., Walraven, A., McKenney, S., Pieters, J., & de Vries, B. (2011). Teacher learning in collaborative curriculum design. Teaching and Teacher Education, 27(8), 1235–1244. doi:10.1016/j.tate.2011.07.003
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
   Google Scholar
• Wiggins, G., & McTighe, J. (2005). Understanding by design. Association for Supervision and Curriculum Development.
   Google Scholar
• Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage Publications.
   Google Scholar