Teachers' Decisions on Curriculum and Instruction: Standardized and Contextualized Aspects of Pedagogy in Diverse and Marginalized Contexts During the Era of Accountability.
Teachers' Decisions on Curriculum and Instruction: Standardized and Contextualized Aspects of Pedagogy in Diverse and Marginalized Contexts During the Era of Accountability.
Date
2018-05
Authors
Cawdery, Michael G.
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Education
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Abstract
This dissertation used qualitative research methods to explore teachers’ decisions. Public school
teachers provided explanations of their curriculum and instruction for 46 classroom lessons
across a variety of subject areas and grade levels. The teachers’ worked in diverse school
settings, including Title I schools. Interviews were analyzed for the influences on teachers’
decisions. Influences were interpreted for connections to frameworks of standardized and
contextualized pedagogies associated with education reform. Findings were reviewed by teachers
who participated in the study, and their critical realizations about the findings were included.
Overall, the study found that teachers’ decisions in the era of accountability reform are
meaningful in relation to the history of education and the implementation of education policy.
These findings have implications for teachers’ practice, scholarly research, and the future
preparation of teachers working in Title I school contexts.
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Teachers’ Decisions,
Classroom Practice,
Education Reform,
Standardized Pedagogy,
Accountability Reform,
Contextualized Pedagogy,
Contextualization,
Marginalized Contexts,
Title I Schools
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