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Curriculum Differential Enactment: The Interplay of Teacher, Class, and Curriculum Materials

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Curriculum materials’ developers typically assume the existence of certain general social-educational classroom practices and norms. Conversely, the current study addresses the effects of context on curriculum enactment, focusing on the interrelations between teacher, class and curriculum materials. Each of the two case studies presented herein focuses on a teacher who taught the same subject matter, using the same curriculum materials, in two different schools. Enactment differences between teachers and between classes of the same teacher are revealed, linked with both the teacher’s perception of the curriculum materials’ role and the students’ general learning habits. Theoretical and pedagogical implications are discussed.
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Keywords: classroom pedagogy; curriculum; curriculum enactment; curriculum materials; students’ learning

Document Type: Research Article

Publication date: January 1, 2011

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  • Curriculum and Teaching is a bi-annual, refereed, international journal publishing original research. It uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration.
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