Bridging the gap between theory and practice: The intersection of classroom practice and a post-modern curriculum matrix

A collective case study design was used to describe ways in which William Doll, Jr.'s post-modern curriculum matrix of the Four R's was evident in the practice of three elementary school teachers in central Florida. The participating teachers were all graduates of the Lockheed Martin/University of Central Florida Academy for Mathematics and Science. A program evaluation team identified the participating teachers as having “Accomplished” practice.; Classroom observations, formal and informal teacher interviews, focus groups, artifacts and student interviews provided multiple points of data collection. Detailed vignettes of the participating teachers' practice offer a rich description of a day in the classroom of each teacher. Each vignette is deconstructed as teaching practice is analyzed in relation Four R matrix of richness, relation, recursion and rigor. In addition, emerging themes are identified and described.; An analysis of the Four R curriculum matrix grounded in data is offered. The matrix offers a way to think about curriculum, but the distinction between richness and rigor can be elusive. Combining richness and rigor to form a matrix of rigor, relation and recursion may increase the practicality of the matrix.; The data analysis also revealed the Accomplished teachers' beliefs of teaching and learning were very closely aligned with their practice. Much of the learning activities were designed in congruence with their belief systems. However, when the design of the learning activity was not well aligned with the participating teachers' belief systems, the belief system was still evident and influenced the execution of the learning activity. Each of the three participating teachers had a very positive learning environment that reflected their beliefs and supported active, dialogic learning.; These conclusions coupled with a solid understanding of how the Lockheed Martin/University of Central Florida Academy for Mathematics and Science leads students to examine their beliefs and assumptions led to the formation of a theory of accomplished teaching. The participating teachers were somewhat a rarity because rarely are teachers beliefs and practice congruent. They were able to bring almost all activities in their classrooms in alignment with their belief systems. Implications for professional development are discussed.