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Teachers' Customizations of Storyline Science Curriculum: Adapting for Their Students and Instructional Contexts

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Title: Teachers' Customizations of Storyline Science Curriculum: Adapting for Their Students and Instructional Contexts
Language: English
Authors: Katherine L. McNeill (ORCID 0000-0003-3673-6637), Caitlin G. Fine (ORCID 0000-0002-8605-7264), Benjamin R. Lowell (ORCID 0000-0001-5716-6173), Renee Affolter
Source: Science Education. 2026 110(3):739-755.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 17
Publication Date: 2026
Sponsoring Agency: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Contract Number: 2101384
Document Type: Journal Articles
Reports - Research
Descriptors: Science Curriculum, Curriculum Development, Student Centered Curriculum, Individualized Education Programs, Time Management, Relevance (Education)
DOI: 10.1002/sce.70035
ISSN: 0036-8326
1098-237X
Abstract: Curriculum materials can play an essential role to help teachers shift their instruction. However, curricular enactment does not look identical in every classroom, because teachers need to be responsive to their students. In this study, we investigated the customizations teachers made while enacting storyline science curriculum. Specifically, we collected two data sources: a teacher survey and interviews. The survey was completed by 169 participants and included 20 follow-up interviews with middle school science teachers enacting the OpenSciEd curriculum across the United States. Teachers reported frequently making changes to the curriculum, particularly small changes, which were made daily or almost daily. The frequency of these changes illustrates that enactment is jointly constructed by the curriculum, teacher and students in a specific context. The teachers' goals motivating these changes stemmed from wanting to be more responsive to their students and constraints within their school systems. In terms of being responsive, the customizations focused on the goals of student engagement and participation as well as more support for students. While many of these changes aligned with the overarching vision of the curriculum, others appeared to potentially be in tension, particularly in relation to student epistemic agency and coherence. The other two most frequent goals for customizations were a lack of time and logistics (e.g., space, resources) highlighting the importance of the organizational context. Future research needs to develop tools, examples and professional learning experiences to support teachers in customizing for their students and context while aligning with the overarching instructional vision in curriculum.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502187
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Katherine+L%2E+McNeill%22">Katherine L. McNeill</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3673-6637">0000-0003-3673-6637</externalLink>)<br /><searchLink fieldCode="AR" term="%22Caitlin+G%2E+Fine%22">Caitlin G. Fine</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8605-7264">0000-0002-8605-7264</externalLink>)<br /><searchLink fieldCode="AR" term="%22Benjamin+R%2E+Lowell%22">Benjamin R. Lowell</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5716-6173">0000-0001-5716-6173</externalLink>)<br /><searchLink fieldCode="AR" term="%22Renee+Affolter%22">Renee Affolter</searchLink>
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Curriculum materials can play an essential role to help teachers shift their instruction. However, curricular enactment does not look identical in every classroom, because teachers need to be responsive to their students. In this study, we investigated the customizations teachers made while enacting storyline science curriculum. Specifically, we collected two data sources: a teacher survey and interviews. The survey was completed by 169 participants and included 20 follow-up interviews with middle school science teachers enacting the OpenSciEd curriculum across the United States. Teachers reported frequently making changes to the curriculum, particularly small changes, which were made daily or almost daily. The frequency of these changes illustrates that enactment is jointly constructed by the curriculum, teacher and students in a specific context. The teachers' goals motivating these changes stemmed from wanting to be more responsive to their students and constraints within their school systems. In terms of being responsive, the customizations focused on the goals of student engagement and participation as well as more support for students. While many of these changes aligned with the overarching vision of the curriculum, others appeared to potentially be in tension, particularly in relation to student epistemic agency and coherence. The other two most frequent goals for customizations were a lack of time and logistics (e.g., space, resources) highlighting the importance of the organizational context. Future research needs to develop tools, examples and professional learning experiences to support teachers in customizing for their students and context while aligning with the overarching instructional vision in curriculum.
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