Curriculum Materials for Deliberative Teaching: A Systematic Qualitative Review of Key Features of Teachers’ Learning
- Valenntina Sonia Guzmán Fernández
Abstract
Empirical evidence suggests that deliberative argumentation promotes conceptual learning, argumentation skills, and political competencies. However, it is scarcely seen in classrooms. Different scholars have argued to decide what type of curriculum materials can promote teachers’ pedagogical innovations, but there is no agreement on the main educative features these materials should have. This paper aims to describe these characteristics and discuss the theoretical stance from which to understand their role in teachers’ learning. A systematic qualitative review following PRISMA was conducted. The results show that most studies consider disciplinary content, implementationm guides, and justification for pedagogical recommendations to be key educative features. A significant number of studies agree on suggesting explicit language moves, although some papers discuss the risk of prescription involved in this feature. Regarding theoretical assumptions about teachers’ learning, most studies hold a socio-cognitive view of teachers’ learning. The theoretical gaps and their practical implications for design are also discussed
Keywords
curriculum materials, teacher learning, sociocultural theory, scaffold materials, language practices
References
- Arias, A. M., Bismack, A. S., Davis, E. A., & Palincsar, A. S. (2016). Interacting with a suite of educative features: Elementary science teachers’ use of educative curriculum materials. Journal of Research in Science Teaching, 53 (3), 422–449. https://doi.org/10.1002/tea.21250
- Asterhan, C. S., & Schwarz, B. B. (2007). The effects of monological and dialogical argumentation on concept learning in evolutionary theory. Journal of Educational Psychology, 99, 626–639. http://dx.doi.org/10.1037/0022-0663.99.3.626
- Asterhan, C. S., & Schwarz, B. B. (2016). Argumentation for Learning: Well-Trodden Paths and Unexplored Territories. Educational Psychologist, 51 (2), 164–187. https://doi.org/10.1080/00461520.2016.1155458
- Bakhtin, M. (1981). Discourse in the novel. In: C. Emerson and M. Holquist (eds), The dialogical imagination (pp. 259–422). Austin: University of Texas Press, Trans.
- Bakhtin, M. (1986). The problem of speech genres. In: V.W. McGee (ed), Speech genres and other late essays (pp. 60–102). Trans. Austin: University of Texas Press.
- Ball, D. L., & Cohen, D. K. (1996). Reform by the book: What is—or might be—the role of curriculum materials in teacher learning and instructional reform? Educational researcher, 25(9), 6–14. https://doi.org/10.3102/0013189X025009006
- Beyer, C. J., Delgado, C., Davis, E. A., & Krajcik, J. (2009). Investigating teacher learning supports in high school biology curricular programs to inform the design of educative curriculum materials. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 46 (9), 977–998. https://doi.org/10.1002/tea.20293
- Bopardikar, A., Bernstein, D., Drayton, B., & McKenney, S. (2021). Designing educative curriculum materials in interdisciplinary teams: designer processes and contributions. Instructional Science, (49),1–38. https://doi.org/10.1007/s11251-021-09538-5
- Brown, M. W. (2011). The teacher–tool relationship: Theorizing the design and use of curriculum materials. In: Mathematics teachers at work (pp. 37–56). Routledge.09575140500507785
- Bruner, J.S. (1978). The role of dialogue in language acquisition. In: A. Sinclair, R.J. Jarvella, & W.J.M. Levelt (eds), The Child’s Conception of Language (pp. 241–256). New York: Springer-Verlag.
- Collopy, R. (2003). Curriculum materials as a professional development tool: How a mathematics textbook affected two teachers’ learning. The elementary school journal, 103 (3), 287–311.
- Davis, E. A., & Krajcik, J. S. (2005). Designing educative curriculum materials to promote teacher learning. Educationalresearcher, 34 (3), 3–14. https://doi.org/10.3102/0013189X034003003
- Davis, E., Palincsar, A. S., Arias, A. M., Bismack, A. S., Marulis, L., & Iwashyna, S. (2014). Designing educative curriculum materials: A theoretically and empirically driven process. Harvard Educational Review, 84 (1), 24–52. https://doi.org/10.17763/haer.84.1.g48488u230616264
- Davis, E. A., Janssen, F. J., & Van Driel, J. H. (2016). Teachers and science curriculum materials: Where we are and where we need to go. Studies in science education, 52 (2), 127–160.
- Davis, E. A., Palincsar, A. S., Smith, P. S., Arias, A. M., & Kademian, S. M. (2017). Educative curriculum materials: Uptake, impact, and implications for research and design. Educational Researcher, 46 (6), 293 304. https://doi.org/10.3102/0013189X17727502
- Dewey, J. (1916). Democracy and Education. The middle works of John Dewey, 1899–1924. Southern Illinois University Press.
- Englund, T. (2016). On moral education through deliberative communication. Journal of Curriculum Studies, 48 (1), 58–76. doi.org/10.1080/00220272.2015.1051119
- Falabella, A. (2014). The Performing School: The Effects of Market & Accountability Policies. Education Policy Analysis Archives, 22, 70. https://doi.org/10.14507/epaa.v22n70.2014
- Felton, M., Garcia‐Mila, M., Villarroel, C., & Gilabert, S. (2015). Arguing collaboratively: Argumentative discourse types and their potential for knowledge building. British Journal of Educational Psychology, 85 (3), 372–386. https://doi.org/10.1111/bjep.12078
- Grossman, P., & Thompson, C. (2004). Curriculum Materials: Scaffolds for New Teacher Learning? A Research Report. Document R-04-1. Center for the study of teaching and policy.
- Grossman, P., & Thompson, C. (2008). Learning from curriculum materials: Scaffolds for new teachers? Teaching and teacher education, 24 (8), 2014–2026. https://doi.org/10.1016/j.tate.2008.05.002
- Hess, D. E., & McAvoy, P. (2014). The political classroom: Evidence and ethics in democratic education. Routledge. SBN 9780415880992
- Hinnant-Crawford, B. N. (2019). Legislating instruction in urban schools: Unintended consequences of accountability policy on teacher-reported classroom goal structures. Urban Education, 58 (1), 3-35. DOI: https://doi.org/10.1177/0042085919838004
- Howe, C., & Abedin, M. (2013). Classroom dialogue: a systematic review across four decades of research. Cambridge Journal of Education, 43 (3), 325–356. doi:10.1080/0305764X.2013.786024
- Katsh-Singer, R., McNeill, K. L., & Loper, S. (2016). Scientific argumentation for all? Comparing teacher beliefs about argumentation in high, mid, and low socioeconomic status schools. Sci. Educ. 100, 410–436. doi: 10.1002/ sce.21214
- Larrain, A., Moreno, C., Grau, V., Freire, P., Salvat, I., López, P., & Silva, M. (2017). Curriculum materials support teachers in the promotion of argumentation in science teaching: A case study. Teaching and Teacher Education, 67, 522-537.https://doi.org/10.1016/j.tate.2017.07.018
- Larrain, A., Singer, V., Strasser, K., Howe, C., López, P., Pinochet, J., ... & Villavicencio, C. (2020). Argumentation skills mediate the effect of peer argumentation on content knowledge in middle-school students. Journal of Educational
- Psychology. https://doi.org/10.1037/edu0000619
- Larrain A, Fortes G and Rojas MT (2021). Deliberative Teaching as an Emergent Field: The Challenge of Articulating Diverse Research Agendas to Promote Educational Experiences for Citizenship. Front. Psychol. 12:660825. doi: 10.3389/fpsyg.2021.660825
- Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. & Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: explanation and elaboration. Journal of Clinical Epidemiology, 62 (10). DOI:https://doi.org/10.1016/j.jclinepi.2009.06.006
- Lloyd, G. M. (2009). School mathematics curriculum materials for teachers’ learning: Future elementary teachers’ interactions with curriculum materials in a mathematics course in the United States. ZDM Mathematics Education, 41 (6), 763–775.https://doi.org/10.1007/s11858-009-0206-4
- Loper, S., McNeill, K. L., & González-Howard, M. (2017). Multimedia educative curriculum materials (MECMs): Teachers’ choices in using MECMs designed to support scientific argumentation. Journal of Science Teacher Education, 28 (1), 36–56. https://doi.org/10.1080/1046560X.2016.1277600
- Marco‐Bujosa, L. M., McNeill, K. L., González‐Howard, M., & Loper, S. (2017). An exploration of teacher learning from an educative reform‐oriented science curriculum: Case studies of teacher curriculum use. Journal of Research in Science Teaching, 54 (2), 141–168. https://doi.org/10.1002/tea.21340
- McNeill, K. L., Katsh-Singer, R., González-Howard, M., & Loper, S. (2016). Factors impacting teachers’ argumentation instruction in their science classrooms. International Journal of Science Education, 38 (12), 2026–2046. DOI: https://doi.org/10.1080/09500693.2016.1221547
- Michaels, S., & O’Connor, C. (2015). Conceptualizing talk moves as tools: Professional development approaches for academically productive discussion. Socializing intelligence through talk and dialogue, 347–362 DOI:10.3102/978-0-935302-43-1_27
- Quebec Fuentes, S., & Ma, J. (2018). Promoting teacher learning: a framework for evaluating the educative features of mathematics curriculum materials. J. Math Teacher Educ 21, 351–385. https://doi.org/10.1007/s10857-017-9366-2
- Remillard, J. T. (2000). Can curriculum materials support teachers’ learning? Two fourth-grade teachers’ use of a new mathematics text. The Elementary School Journal, 100 (4), 331–350. DOI: https://doi.org/10.1086/499645
- Resnick, L. B., & Science National Research Council. National Academy Press (1987). Education and learning to think. Committee on Mathematics, Science, and Technology Education. 1st (Ed.). ISBN: 0-309-03785-9. ditorial: National Academy Press.
- Resnick, L. B., Asterhan, C. S., & Clarke, S. N. (2018). Accountable talk: Instructional dialogue that builds the mind. Geneva, Switzerland: The International Academy of Education (IAE) and the International Bureau of Education (IBE) of the United Nations Educational, Scientific and Cultural Organization (UNESCO). URL: https://unesdoc.unesco.org/ark:/48223/pf0000262675
- Reznitskaya, A., Kuo, L., Clark, A., Miller, B., Jadallah, M., Anderson, R. C., & Nguyen-Jahiel, K. (2009). Collaborative reasoning: A dialogic approach to group discussion. Cambridge Journal of Education, 39 (1), 29–48. https:/doi.org/10.1080/03057640802701952
- Schneider, R. M. (2013). Opportunities for teacher learning during enactment of inquiry science curriculum materials: Exploring the potential for teacher educative materials. Journal of Science Teacher Education, 24 (2), 323–346. https://doi.org/10.1007/s10972-012-9309-9
- Schneider, R. M., & Krajcik, J. (2002). Supporting science teacher learning: The role of educative curriculum materials. Journal of Science Teacher Education, 13 (3), 221–245. https://doi.org/10.1023/A:1016569117024
- Vygotsky, L. S. (1934/1987). Thinking and speech (N. Minick, Trans.). In: R. W. Rieber, & A. S. Carton (eds), The collected works of L. S. Vygotsky (Vol. 1, pp. 39–285). New York, NY: Plenum Press. (Original work published 1934.)
- Wong, J. L. (2006). Control and professional development: Are teachers being deskilled or reskilled within the context of decentralization? Educational Studies, 32 (1), 17–37. DOI: https://doi.org/10.1080/03055690500415910
Downloads
Download data is not yet available.