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ERIC Number: EJ1409580
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2327-3607
Middle School Teacher Enactment of State Curricular Mandates
Meghan A. Kessler
Critical Questions in Education, v15 n1 p55-73 2024
This article presents the findings from a yearlong narrative inquiry of teacher enactment of state mandated curricular reform in middle level social studies. Four brief narratives and cross-narrative themes are presented to provide examples of the complexities of teacher decision making and positionality when implementing new reforms. Analysis found teachers engaged in dynamic processes of interpreting, negotiating, and responding when enacting the SS reforms. Further, this enactment manifested in three themes. These found teachers engaging in ethical determinations, grappling with competing expectations, and feeling fatigued resistance. This article provides a nuanced, narrative perspective on teacher enactment of SS curricular reforms, finding teacher perceptions an important, but not all-encompassing element of teacher decision making.
Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A