Curriculum Coherence and Learning Progressions

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Coherent teacher education programmes: taking a student perspective (2017, background): “Multiple typologies of coherence have been put forward by various authors (c.f. Fortus & Krajcik, 2012; Smeby & Heggen, 2014).”
Implications of Complexity for Research on Learning Progressions (2015, background): “Almost all published LPs define their “upper anchors” in ways that involve canonical coherence.3 At the same time, it is central to LP work to focus on coherence in the sense of learners’ experience (Roth and Givvn, 2008; Fortus & Krajcik, 2013).”
A Framework for Analyzing Cognitive Demand and Content-Practices Integration: Task Analysis Guide in Science (2015, background): “Scientific practices are important for the science education community for two main reasons: (1) engagement in practices is a means to develop students’ conceptual understanding; and (2) practices define an important part of what the discipline of science entails (Fortus & Krajcik, 2012).”