Inquiry in Interaction: How Local Adaptations of Curricula Shape Classroom Communities

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Learning in a community of practice: Factors impacting english‐learning students' engagement in scientific argumentation (2016, methodology): “Recent studies have applied the conceptual framework of communities of practice to examine how classrooms influence students’ engagement in science practices (e.g. Enyedy & Goldberg, 2004; Berland, 2011).”
Learning to critique and adapt science curriculum materials: Examining the development of preservice elementary teachers' pedagogical content knowledge (2012, background): “Teachers’ interactions with curriculum materials are mediated by their knowledge and beliefs about the subject matter, teaching, and learning (Brown, 2009; Collopy, 2003; Enyedy & Goldberg, 2004; Pintó, 2004; Remillard, 1999; Squire et al., 2003).”
Curriculum design for inquiry: Preservice elementary teachers' mobilization and adaptation of science curriculum materials (2010, background): “…body of research that suggests teachers very often actively engage in codesign with curriculum materials rather than use them ‘‘asis’’ (Brown, 2009; Enyedy & Goldberg, 2004; Nye, Hedges, & Konstantopoulos, 2004; Pine et al., 2006; Pintó, 2004; Remillard, 2005; Schneider, Krajcik, &…”
Complex dilemmas of identity and practice (2006, methodology): “In a previous paper, Enyedy and Goldberg (2004) document the divergent classroom practices of these two teachers and the subsequent learning outcomes for the students.”