Pre-Service Teacher Perceptions on the Required Implementation of Scripted Curriculum
DOI:
https://doi.org/10.59719/txep.v9i1.57Abstract
Over the past couple of years, many school districts have required their PK-12 teachers to use scripted curriculum to teach students in lieu of lesson plans created by teachers. Teachers in previous studies (Bomer & Maloch, 2018; Gellert, 2021; Smith & Peters, 2020; Zhang & Cowen, 2020) have expressed dissatisfaction with using scripted curriculum since they claim it limits their freedom to develop plans that fits the unique needs of students and scripted lessons take more time to teach versus unscripted lessons. Contrarily, in other studies (Commwyras, 2007; Dresser, 2012; Griffith, 2008) teachers have expressed the benefits of scripted curriculum being that it serves as a helpful resource for inexperienced teachers or teachers who have limited knowledge about a subject area or topic and need assistance with how to teach the content. The perceptions of certified teachers and pre-service teachers about the use of scripted curriculum have been divided, with some supporting or being against using scripted materials.
Downloads
References
Barnett, A. J., Baggio, J. A., Shin, H. C., Yu, D. J., Perez-Ibarra, I., Rubinos, C., Brady, U.,
Ratajczyk, E., Rollins, N., Aggarwal, R., Anderies, J. M., and Janssen, M. A. (2016). An iterative approach to case study analysis: insights from qualitative analysis of quantitative inconsistencies. International Journal of the Commons, 10(2), 467-494. https://doi.org/10.18352/ijc.632
Bomer, R., & Maloch, B. (2018). Silencing teachers in an era of scripted reading. Rethinking
Schools, 32(3), 10–15. Retrieved from https://rethinkingschools.org
Commwyras, M. (2007). Scripted reading instruction? What’s a teacher educator to do? Phi Delta Kappa, 88(5), 404-407.
Dresser, R. (2012). The impact of scripted literacy instruction on teachers and students. Issues in Teacher Education, 21(1), 71+. https://link-gale-com.hcpl.idm.oclc.org/apps/doc/A319228898/AONE?u=txshrpub100186&sid=bookmark-AONE&xid=4b3a1cfe
Eldridge, S. M., Lancaster, G. A., Campbell, M. J., Thabane, L., Hopewell, S., Coleman, C. L.,
& Bond, C. M. (2016). Defining feasibility and pilot studies in preparation for randomised controlled trials: Development of a conceptual framework. PLoS ONE, 11(3), e0150205. https://doi.org/10.1371/journal.pone.0150205
Gellert, L. (2021). Teachers’ perceptions, knowledge, and interactions with scripted curriculum.
Journal of Educational Change, 22(4), 345–363. https://doi.org/10.1007/s10833-021-09412-9
Griffith, R. (2008). The impact of a scripted reading program on teachers’ professional spirits. Teaching & Learning, 22(3), 121-133.
Kistin, C., & Silverstein, M. (2015). Pilot studies: A critical but potentially misused component
of interventional research. JAMA, 314(15), 1561–1562. https://doi.org/10.1001/jama.2015.10962
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San
Francisco, CA: Jossey-Bass.
Smith, K. A., & Peters, T. M. (2020). A take on scripted curricula: What is the real problem with
scripted programs? Educational Leadership Quarterly, 56(2), 212–230. Retrieved from
Zhang, H., & Cowen, D. (2020). Teacher autonomy and satisfaction in scripted curricula
environments. Journal of Teacher Education, 71(5), 550–562. https://doi.org/10.1177/0022487119841894
