What Influences Teachers' Modifications of Curriculum?

这一建议承认，尽管课程开发者尽最大努力确保忠实执行，但教师经常进行修改，重新排序，跳过或增加课程，将“探索”改为讲座等。教师做了哪些类型的修改（以及为什么），哪些类型的修改最能帮助学生学习，教师的改变如何回应专业发展活动，以帮助他们变得更适应学生的思维？ 为了与教师合作开展这项研究，该项目将根据以前项目的成功模式开展专业发展活动。 三个小组，每个小组由来自不同学生群体（马里兰州的蒙哥马利县和巴尔的摩县）的九名高中物理、生物或生态系统教师组成，每个月开会两次，讨论在项目工作人员的帮助下收集的课堂视频片段。 讨论将集中在学生的思想和教师如何以及为什么修改课程。 要收集的数据和用于解决研究问题的方法包括在数据来源之间进行三角测量，这些数据来源包括教师课堂和小组会议的录像带、对教师的采访以及学生的测试结果。

This proposal acknowledges the fact that despite curriculum developers' best efforts to ensure faithful implementation, teachers often make modifications; reordering, skipping or adding lessons, changing an "exploration" into a lecture, and so on. This project pursues three related research questions: What types of modifications do teachers make (and why), which types of modifications best help students learn, and how do teachers' modifications change in response to professional development activities designed to help them become more attuned to students' thinking? To pursue this research in collaboration with teachers, the project will conduct professional development activities based on a successful model from a previous project. Three teams, each consisting of nine high-school physics, biology or ecosystems teachers of diverse student populations (Montgomery and Baltimore Counties in Maryland), will meet twice a month to discuss video snippets from their classes, collected with the help of project staff. Discussions will focus on students' thinking and on how and why teachers modified curricula. Data to be collected and methods used to address the research questions include triangulating between data sources that include videotapes of teachers' classes and team meetings, interviews with teachers and test results from their students.