Chapter 19: Teachers' Needs at Different Phases of Curriculum Implementation
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Published:2008
Fran Arbaugh, 2008. "Teachers' Needs at Different Phases of Curriculum Implementation", A Decade of Middle School Mathematics Curriculum Implementation: Lessons Learned from the Show-Me Project, Margaret R. Meyer, Cynthia W. Langrall, Fran Arbaugh, David C. Webb, Murrel Brewer Hoover
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As the authors in this section have made clear, professional development for teachers implementing a NSF-funded curriculum is critical. For most teachers, this type of curriculum is vastly different from what they have been using in their middle grades mathematics classrooms; students actively participate in learning mathematical concepts and teachers work as a facilitator and organizer. Experience, as well as research, tells us that for successful implementation, much attention must be paid to teachers’ professional growth as they “relearn” to teach middle grades mathematics.
The Concerns-Based Adoption Model (CBAM) (Hord, Rutherford, Huling-Austin, & Hall, 1998) provides a useful framework for us to consider the needs of teachers as they adopt and implement a NSF-funded mathematics curriculum. These researchers argue that teachers undergoing change are concerned about different issues at different points in the change process:
