Teachers becoming curriculum curators: a standards-driven approach to engaging teaching practices

Abstract

This qualitative study explores how curation as an instructional design process empowers teachers to reclaim their decision-making role in high-stakes accountability contexts. The study examines the perceived benefits and challenges of using a standards-driven instructional design approach, referred to as curation, to create more engaging, integrated instruction that enhances teachers’ decision-making skills. Conducted in a U.S. early childhood, integrated STEM context, specifically within Title I Schools (a federally funded public school serving a high percentage of students from low-income families), the research provides insights into teachers’ thought processes during curation and highlights the role of inquiry in fostering intentional lesson planning. While grounded in the U.S. this study responds to a global phenomenon given that across many countries, teachers face similar constraints on instructional autonomy due to high-stakes accountability systems and standardised curricula. Findings suggest that curation can re-engage teachers in instructional decision-making, increasing classroom joy and engagement.