Adaptive Teaching in the Classroom: A New Special Issue from Theory Into Practice
Guest Edited by Margaret Vaughn, University of Idaho and
Seth A. Parsons, George Mason University
Summer 2016, Volume 55, Number 3
Coming at a critical time in education, the recently published special issue of Theory into Practice on Adaptive Teaching: Theoretical Implications for Practice brings together perspectives from prestigious scholars, devoted teacher educators, and thoughtful practitioners from across the United States to discuss the nature and role of adaptive teaching. This research arms educational stakeholders for advocacy discussions by describing the knowledge, skills, and dispositions of adaptive teachers and the innovative lenses through which adaptation can be viewed.
A featured article, Adaptive Teaching in STEM: Characteristics for Effectiveness, asserts that teachers who possess well-developed pedagogical knowledge in science, technology, engineering, and math (STEM), are well positioned to engage in the process of adaptive teaching. By using an in-depth case study of a novice teacher, the article discusses how educators can become more adaptive, and therefore more effective in their teaching practices. One reason for the scarcity of adaptive teaching in classroom instruction is the educational reform context which has privileged strict adherence to pacing guides and prescribed curricula. This article, and the others from the special issue, demonstrate the complexity of classroom teaching that cannot be reduced to scripted instruction. A shift in the narrative surrounding education in the U.S. is needed in making this change.
To view the complete special issue and access two featured articles FREE, click here.
Does Thoughtfully Adaptive Teaching Actually Exist? A Challenge to Teacher Educators
Adaptive Teaching in STEM: Characteristics for Effectiveness
Emily Matthias
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