Adapting Curriculum to Student Diversity: Patterns of Perceptions among Alternate Route and College -- Based Teachers
| Author (s) |
Sawyer, R. D. |
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| Year of Publication |
2000 |
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| Publication Type |
article |
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| Name of Periodical |
The Urban Review |
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| Volume |
32 |
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| Issue |
3 |
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| Page Numbers |
343-363 |
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| Editors |
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| Publisher &
Address |
Kluwer Academic/Human Sciences Press
233 Spring Street
New York, NY 10013-1578
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| Available From |
Publisher |
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| URL |
http://www.kap.nl/journalhaome.htm/0042-0972 |
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| Suggested Audience |
- Educators
- Administrators
- Disability Advocates
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| Descriptors |
- Inclusive education
- Equal education
- Curriculum
- Instruction
- Teacher roles
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Content Abstract
This study examined the perceptions of alternate -- routes and college -- prepared teachers about the adaptation of mathematics and writing curriculum to student diversity. Findings from analyses of survey an interview data suggest that while at any given time a majority of teachers from both groups favored curriculum adaptations in mathematics and writing, commitment to these believes among individual teachers was inconsistent overtime, with a pattern of deflected responsibility emerging. With the exception of toes specific teachers, when discussing the value of adopting writing curriculum to students’ cultural values, media group of teachers went much beyond a general rhetorical discussion. With regards to mathematics, both groups of teachers only infrequently discussed the value of adopting mathematics to students’ cultural values (abstract from article).
Methodological Notes
Additional Comments
Reviews and Commentary by the Field
