A Theoretical Framework for Studying Teachers' Curriculum Supplementation. (June 2022)

• Record Type: Journal Article
• Authors: Silver, Daniel
• Is Part Of: Review of educational research. Volume 92:Number 3(2022)
• Page Start: 455
• Page End: 489
• Publication Date: 2022-06
• Subjects: supplementation -- teaching -- instruction -- curriculum use -- systematic review; Education -- Periodicals; Education -- United States -- Periodicals; Education -- Bibliography -- Periodicals; 370.7
• DOI: 10.3102/00346543211063930
• Languages: English
• ISSNs: 0034-6543

Abstract

The vast majority of U.S. teachers supplement their officially adopted curriculum materials with unofficial materials. Despite this, the body of supplementation-relevant literature tends not to focus on supplementation specifically, so lacks cohesion, and sometimes fails to capture all aspects the phenomenon. I systematically review supplementation-relevant literature from 2015 to 2020 and report seven areas of consensus in the literature around (1) who is involved in teacher-level curriculum supplementation, (2) important dimensions of supplementation, and (3) the educational value of supplementation. To provide future researchers a common starting point for studying teacher curriculum supplementation, I propose the Teacher Curriculum Supplementation Framework, a flexible yet testable analytical tool for systematizing scholarly inquiry around teacher curriculum supplementation and its effects on teachers and students.