Abstract

This study investigates the relationship between teachers’ educational purposes, including their goals and beliefs, and whether they either subscribe to or adapt mandated curricular materials. The first interview was conducted to ascertain curricular stance, either adapting or subscribing to district mandated curricula. In the second interview illustrative extremes embedded with references to either narrow or broad educational purposes were presented to participants, and their comments were coded to determine a broadness score. In regards to educational purpose, it was found that Adapter participants tend to have higher broadness scores than Subscribers.