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Sherin Miriam Gamoran & Drake Corey (2009). « Curriculum strategy framework : Investigating patterns in teachers’ use of a reform‐based elementary mathematics curriculum ». Journal of Curriculum Studies, vol. 41, n° 4, p. 467–500. ISSN 0022-0272. En ligne : <http://dx.doi.org/10.1080/00220270802696115>. 
Added by: Catherine Reverdy (03 Jul 2014 15:55:39 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/00220270802696115
ID no. (ISBN etc.): 0022-0272
BibTeX citation key: Sherin2009
Categories: Enseignants
Subcategories: Ressources des enseignants
Keywords: contenus de l'éducation, enseignement primaire, mathématiques, ressources pédagogiques
Creators: Drake, Sherin
Collection: Journal of Curriculum Studies
Views: 1733/1909
Views index: 26%
Popularity index: 6.5%
URLs     http://dx.doi.org/ ... /00220270802696115
Abstract     
The goal of this paper is to introduce the curriculum strategy framework as a way to characterize teachers’ interactions with curriculum materials. The framework focuses on three key interpretive activities: reading, evaluating, and adapting curriculum materials. Describing an individual teacher’s curriculum strategy involves identifying the manner in which a teacher engages with each of these activities before, during, and after instruction. This paper presents the results of a study in which the framework was used to identify patterns in the curriculum strategies of 10 elementary‐school teachers who were using a reform‐based mathematics curriculum for the first time. It concludes with directions for further research using the curriculum strategy framework, and implications of this work for curriculum designers.
Added by: Catherine Reverdy  
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