研究教师课程补充的理论框架

IF 8.3 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Review of Educational Research Pub Date : 2021-12-28 DOI:10.3102/00346543211063930

Dan Silver

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引用次数: 8

摘要

绝大多数的美国教师都用非官方的教材来补充他们官方采用的教材。尽管如此，与补充剂相关的文献往往不专门关注补充剂，因此缺乏凝聚力，有时无法捕捉到这一现象的各个方面。我系统地回顾了2015 - 2020年与补习相关的文献，报告了文献在以下七个方面的共识:(1)谁参与了教师层面的课程补习;(2)补习的重要维度;(3)补习的教育价值。为了给未来的研究人员提供一个研究教师课程补充的共同起点，我提出了教师课程补充框架，这是一个灵活而可测试的分析工具，用于系统地研究教师课程补充及其对教师和学生的影响。

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A Theoretical Framework for Studying Teachers’ Curriculum Supplementation

The vast majority of U.S. teachers supplement their officially adopted curriculum materials with unofficial materials. Despite this, the body of supplementation-relevant literature tends not to focus on supplementation specifically, so lacks cohesion, and sometimes fails to capture all aspects the phenomenon. I systematically review supplementation-relevant literature from 2015 to 2020 and report seven areas of consensus in the literature around (1) who is involved in teacher-level curriculum supplementation, (2) important dimensions of supplementation, and (3) the educational value of supplementation. To provide future researchers a common starting point for studying teacher curriculum supplementation, I propose the Teacher Curriculum Supplementation Framework, a flexible yet testable analytical tool for systematizing scholarly inquiry around teacher curriculum supplementation and its effects on teachers and students.

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来源期刊

Review of Educational Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

24.10

自引率

2.70%

发文量

期刊介绍： The Review of Educational Research (RER), a quarterly publication initiated in 1931 with approximately 640 pages per volume year, is dedicated to presenting critical, integrative reviews of research literature relevant to education. These reviews encompass conceptualizations, interpretations, and syntheses of scholarly work across fields broadly pertinent to education and educational research. Welcoming submissions from any discipline, RER encourages research reviews in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided the review addresses educational issues. While original empirical research is not published independently, RER incorporates it within broader integrative reviews. The journal may occasionally feature solicited, rigorously refereed analytic reviews of special topics, especially from disciplines underrepresented in educational research.