Journal article
Adapting Curriculum to Student Diversity: Patterns of Perceptions Among Alternate-Route and College-Based Teachers
The Urban review, Vol.32(4), pp.343-363
12/2000
Handle:
https://hdl.handle.net/2376/105118
Abstract
This study examined the perceptions of alternate-route and college-prepared teachers about the adaptation of mathematics and writing curriculum to student diversity. Findings from analyses of survey and interview data suggest that while at any given time a majority of teachers from both groups favored curriculum adaptation in mathematics and writing, commitment to these beliefs among individual teachers was inconsistent over time, with a pattern of deflected responsibility emerging. With the exception of two specific teachers, when discussing the value of adapting writing curriculum to students' cultural values, neither group of teachers went much beyond a general rhetorical discussion. With regard to mathematics, both groups of teachers only infrequently discussed the value of adapting mathematics to students' cultural values.
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Details
- Title
- Adapting Curriculum to Student Diversity: Patterns of Perceptions Among Alternate-Route and College-Based Teachers
- Creators
- Richard Sawyer - Education Department Washington State University–Vancouver 14204 NE Salmon Creek Avenue Vancouver WA 98686-9600
- Publication Details
- The Urban review, Vol.32(4), pp.343-363
- Academic Unit
- Teaching and Learning, Department of
- Publisher
- Kluwer Academic Publishers-Plenum Publishers; New York
- Identifiers
- 99900547478601842
- Language
- English
- Resource Type
- Journal article