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Presentation
Thoughtfully Adaptive Teaching: A Case Study of One Second Grade Teacher When Integrating Science and Literacy
American Educational Research Association 2011 Annual Meeting (2011)
  • Melony Holyfield Allen, University of North Carolina at Greensboro
Abstract
“Adaptive expertise” has been presented as the pinnacle of teaching (Darling-Hammond & Bransford, 2005; Snow, Griffin, & Burns, 2005). To better understand this phenomenon, we used an in-depth case study to examine one second-grade teacher's adaptations when implementing a four-week integrated science and literacy unit. Adaptations made during planning and while teaching, their associated rationales and the degree of thoughtfulness of the participant's adaptations and rationales were measured. The teacher made 68 total adaptations and most frequently adapted while teaching science – focused lessons. However, adaptations made during planning were more thoughtful than those made while teaching. We provide a thick description of the participant’s thoughtfully adaptive teaching which may assist teacher educators in developing thoughtfully adaptive teachers.
Keywords
  • Adaptive expertise,
  • Adaptive teaching,
  • Teaching,
  • Adaptations
Publication Date
April, 2011
Citation Information
Melony Holyfield Allen. "Thoughtfully Adaptive Teaching: A Case Study of One Second Grade Teacher When Integrating Science and Literacy" American Educational Research Association 2011 Annual Meeting (2011)
Available at: http://works.bepress.com/melony-allen/11/