By National Research Council, Division of Behavioral and Social Sciences and Education, Center for Education, Mathematical Sciences Education Board, Committee for a Review of the Evaluation Data on the Effectiveness of NSF-Supported and Commercially Generate
This booklet experiences the overview examine literature that has amassed round 19 K-12 arithmetic curricula and breaks new floor in framing an bold and rigorous method of curriculum evaluate that has relevance past arithmetic. The committee that produced this publication consisted of mathematicians, arithmetic educators, and methodologists who all started with the subsequent cost: evaluation the standard of the reviews of the 13 nationwide technology starting place (NSF)-supported and 6 commercially generated arithmetic curriculum fabrics; ensure no matter if the to be had facts are enough for comparing the efficacy of those fabrics, and if no longer; advance concepts concerning the layout of a venture that can lead to the new release of extra trustworthy and legitimate facts for comparing such fabrics. The committee gathered, reviewed, and categorized virtually seven hundred stories, solicited specialist testimony in the course of workshops, constructed an review framework, validated dimensions/criteria for 3 methodologies (content analyses, comparative stories, and case studies), drew conclusions at the corpus of reports, and made ideas for destiny study.
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Extra resources for On Evaluating Curricular Effectiveness: Judging the Quality of K-12 Mathematics Evaluations
An additional complicating factor was that most reports of market share are identified by publisher name rather than a particular product line. Publishers produce numerous overlapping and sometimes competing mathematics curriculum products, especially given recent acquisitions and mergers. Thus determining market share by program was problematic. , 2001). In addition, we received testimonial data from other suppliers of widely used curricular materials in mathematics, including Key Curriculum Press, Saxon Publishers,2 and Texas Instruments.
For such purposes, some of the reported studies may be of sufficient applicability. Later in this section, we discuss these issues of utility and feasibility further and suggest ways to maintain adequate scientific quality while addressing them. Before discussing the framework, we define the terms used in the study. There is ambiguity in the use of the term “curriculum” in the field (National Research Council [NRC], 1999a). In many school systems, “curriculum” is used to refer to a set of state or district standards that broadly outline expectations for the mathematical content topics to be covered at each grade level.
A total of 698 evaluation studies were found or submitted for consideration. We held two evidence-gathering workshops in 2002. The two workshop panels addressed the following questions: How would you define or evaluate effectiveness of a K-5, 6-8, or 9-12 NSF-supported or commercially generated mathematics curriculum? What evidence would be needed? Be specific in terms of (1) primary and secondary variables, (2) methods of examining or measuring those variables, (3) research designs, and (4) other relationships under investigation.