Challenging Scripted Curricula With Adaptive Teaching

doi:10.3102/0013189X211065752

Challenging Scripted Curricula With Adaptive Teaching

2021-12-14

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DOI：10.3102/0013189X211065752

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Although adaptive teaching is considered a cornerstone of effective instruction, there remains a lack of focus on teacher adaptability in policy, professional practice, and teacher education in the United States. High-profile educational reform efforts have pressured districts and states across the nation to rely on prescriptive curricula that fail to meet the linguistic, cultural, and instructional needs of the nation's diverse student population. In this article, we describe the development of the Adaptive Teaching Inventory and present validity evidence from our administration in the United States. These findings provide insight into the potential for widespread implementation of adaptability and its focus to support teacher professionalism and decision-making. The discussion centers on moving adaptability to the forefront of policy and practice efforts to counter the prevailing emphasis on restrictive curricula that has stymied teachers in their efforts to support students for far too long. Implications for administrators, policymakers, and researchers are discussed.

Keywords:

adaptability instrument

adaptive teaching

factor analysis

high-stakes testing

teacher adaptations

teacher cognition

teacher research

Challenging Scripted Curricula With Adaptive Teaching

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