The vast majority of U.S. teachers supplement their officially adopted curriculum materials with unofficial materials. Despite this, the body of supplementation-relevant literature tends not to focus on supplementation specifically, so lacks cohesion, and sometimes fails to capture all aspects the phenomenon. I systematically review supplementation-relevant literature from 2015 to 2020 and report seven areas of consensus in the literature around (1) who is involved in teacher-level curriculum supplementation, (2) important dimensions of supplementation, and (3) the educational value of supplementation. To provide future researchers a common starting point for studying teacher curriculum supplementation, I propose the Teacher Curriculum Supplementation Framework, a flexible yet testable analytical tool for systematizing scholarly inquiry around teacher curriculum supplementation and its effects on teachers and students.

绝大多数美国教师用非官方材料补充他们正式采用的课程材料。尽管如此，补充相关文献的主体往往没有专门关注补充，因此缺乏凝聚力，有时无法涵盖这一现象的所有方面。我系统地回顾了 2015 年至 2020 年与补充相关的文献，并报告了文献中的七个共识领域：（1）谁参与了教师水平的课程补充，（2）补充的重要维度，以及（3）补充。为了给未来的研究人员提供一个共同的起点来研究教师课程补充，我提出了教师课程补充框架，