A paper from the CASES group at the University of Michigan has just been published in the May issue of Teaching and Teacher Education. The study investigates how two elementary teachers develop narratives about their use and adaptation of science curriculum materials that can serve as educative supports for colleagues.

Davis, E.A., Beyer, C., Forbes, C.T., & Stevens, S. (2011). Understanding pedagogical design capacity through teachers’ narratives. Teaching and Teacher Education, 27(4), 797-810.