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One size never fits all: Teachers’ responses to standardized curriculum materials and implications for early childhood teacher educators

ABSTRACT The age of accountability introduced by the No Child Left Behind Act of 2001 triggered widespread development of local control-oriented policies in an effort to “leave no child behind.” Research makes it clear that such policies directly impact instruction. However, primary grade teachers are rarely included in these studies, leaving teacher educators with little empirical data on which to ground their work with preservice teachers as it relates to such policies. This article reports findings from a study of 15 experienced primary grade teachers who work with standardized curriculum materials. Data from these teachers’ experiences can inform today’s teacher educators as they prepare the next generation of teachers to navigate “one size fits all” curricula. Findings suggest that experienced teachers of young children adapt, augment, and extend the intended curriculum to promote academic proficiency in tested subjects in very specific ways. Implications for preservice teacher education are discussed.