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Article
A Second-Grade Teacher's Adaptive Teaching during an Integrated Science-Literacy Unit
Teaching and Teacher Education (2013)
  • Melony Holyfield Allen
  • Catherine E. Matthews, University of North Carolina at Greensboro
  • Seth A. Parsons, George Mason University
Abstract
This case study explored the nature of one elementary school teacher's adaptive teaching during an integrated science and literacy unit. Data were collected during four consecutive weeks of instruction, weekly interactive planning sessions, 20 classroom observations, and 20 post-lesson interviews. Our analysis suggests that adaptations may be established during planning or emerge while teaching. This study also indicated that an adaptive teacher uses ongoing formative assessment to scaffold students' learning. A coding system that typifies how and why a teacher adapts instruction across disciplines can be used to examine adaptive teaching. Implications for teacher educators and researchers are discussed.
Keywords
  • Adaptive teaching,
  • Teacher decision-making
Publication Date
October, 2013
DOI
10.1016/j.tate.2013.06.002
Citation Information
Melony Holyfield Allen, Catherine E. Matthews and Seth A. Parsons. "A Second-Grade Teacher's Adaptive Teaching during an Integrated Science-Literacy Unit" Teaching and Teacher Education Vol. 35 (2013) p. 114 - 125
Available at: http://works.bepress.com/melony-allen/2/