Teacher Knows Best: Adaptations to District-adopted Math Program as Shared by Elementary Math Teachers

Abstract

Despite the resources and training provided, teachers make decisions to adapt from the written curriculum throughout their day. Some would argue that the teacher's ability to not only recognize when students are struggling, but to also be able to select adequate instructional strategies to reteach the concept, is their most valuable asset. The purpose of this dissertation was to examine the reasons why teachers adapt curriculum. This study involved 55 teachers from a Midwestern school district. The participants completed the Stages of Concern Questionnaire, a component of Frances Fuller's Concerns-Based Adoption Model, was administered to all K-5 staff in the school district. The Stages of Concern Questionnaire measured the relative intensity of concerns among teachers implementing a new math program. The results of the Questionnaire were used to select participants for a follow up interview. Participants were asked to reflect on the strengths of the math program, concerns they had about the math program. Teachers were also asked discuss what kinds of adaptations they make during instruction, and why. The interviews were analyzed to determine if patterns or themes emerged. The study showed that teachers often make adaptations including pre-meditated adaptations and reactionary adaptations. Teachers rationalize their need to adapt citing experience, training, and various student behaviors. Understanding teachers concerns in regard to their content and how those concerns relate to the adaptations that teachers make, could be used to design more meaningful professional development for staff. Professional development could be differentiated for the types of concerns that teachers have, provide opportunities for staff to address those concerns, and perhaps achieve higher learning gains with their students.