000			01502nam a2200253Ia 4500
008			240826s9999||||xx |||||||||||||| ||und||
022			_a0022-0574
100			_a Callahan, Carolyn M. _9120758
100			_a Dulong Langley, Susan _9120759
100			_a Gubbins, E. Jean _9120760
100			_a Kenney, Allison W. _9120761
100			_a2024
100			_aHemmler, Vonna L. _9120762
245		0	_aElementary Teachers' Perceptions and Reported Enactment of Autonomy From Prescribed Pacing Guides
260			_bJournal of Education
260			_c2024
300			_a562-575
520			_aPacing guides are commonplace yet controversial in American public schools. For teachers who question their usefulness, one means to circumvent them is to exercise autonomy in pedagogical decision-making, though doing so comes with challenges. Through interviews, we examined how 87 gifted and general education 4th and 5th grade math and reading/language arts teachers in one large, diverse public school district expressed their autonomy and reported enacting it in their classrooms. Findings indicated teachers' perceptions of autonomy differed, and their reported pacing guide deviations also differed accordingly. We discuss implications for those in environments where use of pacing guides is mandated.
650			_a Elementary Education
650			_a Pacing Guides _9120763
650			_a Teacher Autonomy _9120764
650			_aEducation
856			_uhttps://doi.org/10.1177/00220574231190935
999			_c133779 _d133779