Acquiescence, Accommodation, and Resistance in Learning to Teach within a Prescribed Curriculum
By P. Smagorinsky, Andrea Lakly, T. Johnson. English Education, 2002
149 citations recorded by the source corpus.
Explores how a new teacher’s identity was affected when she attempted to enact a student-centered, i.e., liberal, pedagogy in a school district that was in the process of introducing a heavily scripted language arts curriculum tied to district standardized tests. Concludes that the frustration that the teacher felt was that the curriculum took over the role of planning.
Subfields: Education, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/c5162ed30b2f5839f53a661242191014b97585e6
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Susan D. Martin
- Pam Grossman
- I. H. Milner
- Sheila W. Valencia
- Zeki Arsal
- Kenneth M. Zeichner
- T. Santangelo
- M. Lampert
In Literature and Literary Theory
Citations in the corpus
- Curriculum Materials for Elementary Reading: Shackles and Scaffolds for Four Beginning Teachers (2006, background): “Whatever their response, teachers’ interactions with these curriculum materials influence their sense of efficacy and identity as well as their vision of instruction (Smagorinsky, Gibson, Bickmore, Moore, & Cook, 2004; Smagorinsky et al., 2002; Sosniak & Stodolsky, 1993).”
- Scripted and Narrowed Curriculum Reform in Urban Schools (2013, background): “Smagorinsky et al. (2002) found that scripted curriculum materials were “unappealing” (p. 199) to students and that the flow and organization of the expected curriculum was incoherent and unresponsive to the particular idiosyncrasies of student needs.”
- Tensions in Learning to Teach (2004, background): “As we have discussed in other work on this project (Cook et al., 2002; Grossman et al., 1999; Smagorinsky et al., 2002), we believe that activity theory provides a useful apparatus for making sense of the experiences of teachers such as Sharon beyond the commonsense “use it or lose it” explanation…”