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Navigating the Gap between Scripted Writing Curricula and Teacher Efficacy : = A Narrative Inquiry into Teachers' Implementation of Scripted Materials in Their Classrooms.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Navigating the Gap between Scripted Writing Curricula and Teacher Efficacy :/
Reminder of title:	A Narrative Inquiry into Teachers' Implementation of Scripted Materials in Their Classrooms.
Author:	Higgs-Coulthard, Katherine.
Description:	1 online resource (159 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355810844

Navigating the Gap between Scripted Writing Curricula and Teacher Efficacy : = A Narrative Inquiry into Teachers' Implementation of Scripted Materials in Their Classrooms.
Higgs-Coulthard, Katherine.

Navigating the Gap between Scripted Writing Curricula and Teacher Efficacy :A Narrative Inquiry into Teachers' Implementation of Scripted Materials in Their Classrooms. - 1 online resource (159 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2018.

Includes bibliographical references

Higgs-Coulthard, K.R. (2018). Navigating the gap between scripted writing curricula and teacher efficacy: A narrative inquiry into teachers' implementation of scripted materials in their classrooms (Doctoral Dissertation). Abstract Since the No Child Left Behind Act of 2001 linked federal monies to student performance on standardized tests, schools have faced increased pressure to provide high quality writing instruction. As district administrators search for curricula to support that instruction, they increasingly turn to scripted curricula. Scripted curricula is designed to spell out what the teacher should do, and in some cases, precisely what the teacher should say. Self-efficacy theory and its applications to teacher self-efficacy guided this interpretative phenomenological analysis of the lived experiences of six teachers as they navigated the district-mandated implementation of the Lucy Calkins Units of Study writing curriculum. Detailed analysis of participants' interviews revealed four interrelated findings: the manner in which the district communicated regarding the new curriculum negatively affected teachers' implementation, the Units of Study curriculum required a philosophical shift for some teachers, teachers felt most effective when they used their own toolbox to purposefully combine methods based on their understandings of students' needs, and teachers felt that training and purposeful collaboration were necessary when implementing new curricula. The data supported existing literature stating that self-efficacy can predict the likelihood that teachers will implement new projects successfully and that teachers are most successful in meeting students' needs when they use their own professional judgment to select a variety of materials. These findings are relevant to district administrators as they consider adoption of new curricula and ways to communicate with and support teachers during implementation.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355810844Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Navigating the Gap between Scripted Writing Curricula and Teacher Efficacy : = A Narrative Inquiry into Teachers' Implementation of Scripted Materials in Their Classrooms.
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