@article{confrey_maloney_belcher_mcgowan_hennessey_shah_2018, title={The concept of an agile curriculum as applied to a middle school mathematics digital learning system (DLS)}, volume={92}, ISSN={["0883-0355"]}, DOI={10.1016/j.ijer.2018.09.017}, abstractNote={Curricular theory must evolve to keep pace with the implications of the design, use, and effects of deploying and adapting digital curricular resources, especially when placed within digital learning systems (DLS) with rapid feedback and analytic capacity. We introduce an “agile curriculum” framework describing how to use classroom assessment data to regulate teachers’ practices of iteratively adapting curricula. Our DLS, called Math-Mapper 6–8, is introduced as an example with its diagnostic assessments of students’ progress along learning trajectories. An exploratory video study of middle school teachers reviewing, interpreting, and acting on its data, both during instruction (short cycle feedback) and within professional learning communities (long cycle feedback) illustrates how an agile curriculum framework supports data-driven adjustments based on student learning.}, journal={INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH}, author={Confrey, Jere and Maloney, Alan P. and Belcher, Michael and McGowan, William and Hennessey, Margaret and Shah, Meetal}, year={2018}, pages={158–172} }
 @article{confrey_gianopulos_mcgowan_shah_belcher_2017, title={Scaffolding learner-centered curricular coherence using learning maps and diagnostic assessments designed around mathematics learning trajectories}, volume={49}, ISSN={["1863-9704"]}, DOI={10.1007/s11858-017-0869-1}, number={5}, journal={ZDM-MATHEMATICS EDUCATION}, author={Confrey, Jere and Gianopulos, Garron and McGowan, William and Shah, Meetal and Belcher, Michael}, year={2017}, month={Oct}, pages={717–734} }