Review of Evaluation Studies of Mathematics and Science Curricula and Professional Development Models
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Chapter 13 National Science Foundation Systemic Initiatives
Chapter 13 National Science Foundation Systemic Initiatives: How a small amount of federal money promotes ill-designed mathematics and science programs in K-12 and undermines local control of education Michael McKeown Mathematically Correct David Klein California State University, Los Angeles Chris Patterson Education Connection of Texas Since its inception in 1950, the National Science Foundation (NSF) has played a strong, positive role in making American scientific research and technological application the best in the world. Through its funding of peer-reviewed, investigator-initiated research proposals, it has supported basic research in a wide variety of scientific disciplines, such as mathematics, biology, physics, chemistry, geology, astronomy, and psychology. American science owes much to the support it has received, and continues to receive, from NSF. This chapter deals with a program in the Education and Human Resources Division called the NSF Systemic Initiatives Program, not with NSF programs related directly to the support of basic research. We are highly critical of this particular NSF program. Not only do the Systemic Initiatives undermine local control of education, but, as our analysis in this chapter suggests, they also seem to lower academic standards for mathematics education and weaken the educational base for American science. This chapter is composed of three sections. The first section, an overview of NSF Systemic Initiatives, was written by Michael McKeown. The second section, an analysis of the development and 288 Standards Wars features of the Los Angeles Systemic Initiative, was written by David Klein. The third section, an analysis of the development and features of the Texas Statewide Systemic Initiative, was written by Chris Patterson. -
AVAILABLE from ABSTRACT DOCUMENT RESUME Exemplary
DOCUMENT RESUME ED 434 033 SE 062 877 TITLE Exemplary and Promising Mathematics Programs. INSTITUTION Department of Education, Washington, DC. PUB DATE 1999-00-00 NOTE 71p.; Prepared by the "Math and Science Education Expert Panel." AVAILABLE FROM ED Pubs, P.O. Box 1389, Jessup, MD. Tel: 877-433-7827 (Toll Free); Web site: <http://www.enc.org>. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Academic Standards; Demonstration Programs; Elementary Secondary Education; Mathematics Curriculum; *Mathematics Education; *Program Descriptions; *Program Evaluation ABSTRACT Selecting programs, textbooks, and curriculum materials is one of the most important decisions educators make. An Expert Panel on Mathematics and Science was established by the U.S. Department of Education to develop a high-quality, research-based process for selecting programs and to use that selecting process to identify exemplary and promising programs. This booklet describes eight mathematics programs designated as exemplary or promising. A detailed explanation of the submission and selection process and an explanation of how the programs were separated into exemplary and promising categories is included. The four characteristics used for the selection criteria include quality of program, usefulness to others, educational significance, and evidence of effectiveness and success. Each characteristic has multiple criteria with specific indicators of achievement. Each program is described in terms of the four selection characteristics and professional -
May 2001 What Are the Children Learning and Who Decides
May 2001 THE TEXTBOOK CONUNDRUM What are the Children Learning and Who Decides? Introduction With the quality of education in the United States now the biggest domestic concern, demands for accountability are in vogue. The drive for better schools however, is usually limited to issues of standards, testing, choice and teachers. Missing from most discussions is the role that textbooks play in the achievement of children. A few facts to consider: • In more than twenty states, the state (state board of education, department of education, secretary or commissioner of education, or another specially designated state textbook committee) picks the textbooks for every classroom in the state – either through outright text selection, or recommendations from a short list. To control curriculum, they tie funding to compliance with the states’ textbook adoption policy. • Textbooks supplied to three states, California, Texas and Florida – all of which give significant influence to state agencies for textbook selection – account for 30 percent of the more than $3.3 billion K-12 textbook market in 1998, the most recent year for which statistics are available.i • Four publishers (McGraw-Hill, Houghton Mifflin, Harcourt, and Pearson) control 70 percent of the industry. Size means money means influence in the textbook world. They are a strong, quiet interest group that works behind the scenes and through major education groups to ensure that the process favoring them stays exactly the way it is. The process for putting books in front of children then, looks something like this: The “big three” states draw up textbook adoption policies to which the “big four” publishers try to align their textbook content. -
Achievement Effects of Four Early Elementary School Math Curricula Findings from First Graders in 39 Schools
NCEE 2009-4052 U.S. DEPARTMENT OF EDUCATION Achievement Effects of Four Early Elementary School Math Curricula Findings from First Graders in 39 Schools Achievement Effects of Four Early Elementary School Math Curricula Findings from First Graders in 39 Schools February 2009 Roberto Agodini Barbara Harris Sally Atkins-Burnett Sheila Heaviside Timothy Novak Mathematica Policy Research, Inc. Robert Murphy SRI International Audrey Pendleton Project Officer Institute of Education Sciences NCEE 2009-4052 U.S. DEPARTMENT OF EDUCATION U.S. Department of Education Arne Duncan Secretary Institute of Education Sciences Sue Betka Acting Director National Center for Education Evaluation and Regional Assistance Phoebe Cottingham Commissioner February 2009 This report was prepared for the Institute of Education Sciences under Contract No. ED-04-CO- 0112/0003. The project officer was Audrey Pendleton in the National Center for Education Evaluation and Regional Assistance. IES evaluation reports present objective information on the conditions of implementation and impacts of the programs being evaluated. IES evaluation reports do not include conclusions or recommendations or views with regard to actions policymakers or practitioners should take in light of the findings in the reports. This publication is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: Roberto Agodini, Barbara Harris, Sally Atkins-Burnett, Sheila Heaviside, Timothy Novak, and Robert Murphy (2009). Achievement Effects of Four Early Elementary School Math Curricula: Findings from First Graders in 39 Schools (NCEE 2009-4052). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. -
What Students Notice As Different Between Reform and Traditional Mathematics Programs
Journal for Research in Mathematics Education 2008, Vol. 39, No. 1, 9–32 What Students Notice as Different Between Reform and Traditional Mathematics Programs Jon R. Star Harvard University John P. Smith III Michigan State University Amanda Jansen University of Delaware Research on the impact of Standards-based mathematics and reform calculus curricula has largely focused on changes in achievement and attitudes, generally ignoring how students experience these new programs. This study was designed to address that deficit. As part of a larger effort to characterize students’ transitions into and out of reform programs, we analyzed how 93 high school and college students perceived Standards-based and reform calculus programs as different from traditional ones. Results show considerable diversity across and even within sites. Nearly all students reported differences, but high-impact differences, like Content, were not always related to curriculum type (reform or traditional). Students’ perceptions aligned moderately well with those of reform curriculum authors, e.g., concerning Typical Problems. These results show that students’ responses to reform programs can be quite diverse and only partially aligned with adults’ views. Key words: College/university; Curriculum; High school (9–12); Integrated curriculum; Learners (characteristics of); Qualitative methods; Reform in mathematics education; Social factors One inevitable outcome of the development of new curricula in any field, but perhaps particularly in mathematics, is to provoke discussion and debate about what content can and should be taught in schools and universities. The recent cycle of The entire Mathematical Transitions Project team played a vital role in the work reported here. In addition to the authors, the other members of this team were, in alphabetical order, Dawn Berk, Carol Burdell, Beth Herbel-Eisenmann, Gary Lewis, and Violeta Rosca-Yurita. -
3 Reasons Why Singapore Math Is NCTM Recommended
3 Reasons Why Singapore Math Curriculum is Recommended by the NCTM web.archive.org/web/20100211050856/http://www.learningthings.com:80/articles/Singapore-Math-Recommended-by- NCTM.aspx Math education in U.S. schools has been broken for many years but now a fix is available. Students in U.S. high schools have been consistently scoring near the bottom of the list of countries participating in International math tests. Among the 30 nations participating in the 2006 PISA test, only 4 nations had lower test scores. The 2006 results were about the same as the results from the 2003 PISA tests. In other words, U.S. students are near the bottom, barely above developing nations, and showing no signs of moving up. By contrast, these same math tests consistently show Asian nations scoring at the top. In the 2003 Trends in International Mathematics and Science Study (TIMSS), Singapore ranked number 1 followed by South Korea and Hong Kong. In the 2006 PISA tests, Asian countries took 4 of the top 10 spots. In the U.S., math standards are set at the state level and curriculum choices are made by local school districts. States and local districts rely on guidelines provided by the National Council for Teachers of Mathematics (NCTM). Based on the research and theories of education "experts", the NCTM published 1989 guidelines which embraced new 'reform math' curriculums. Rather than helping achieve higher test scores, these programs caused many districts to achieve lower test scores. The following programs are examples: • 'Everyday Mathematics' (Bell, 1988-1996) • 'Connected Mathematics' (Lappan et al, 1991-1997). -
The Effect of Connected Mathematics on Student Achievement In
THE EFFECT OF CONNECTED MATHEMATICS ON STUDENT ACHIEVEMENT IN SELECTED MIDDLE SCHOOL GRADES Ruth Gharst Waggoner B.A., Mid America Nazarene University, 1981 M.S., University of Kansas, 1991 Submitted to the Graduate Department and Faculty of the School of Education of Baker University in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership May 6, 2009 Copyright 2009 by Ruth Gharst Waggoner Clinical Research Study Committee ___________________________________________________________ Major Advisor ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Defended May 6, 2009 ii Abstract The purpose of this study was to examine the effect of Connected Mathematics Project on the mathematics achievement of sixth and seventh grade students in the Olathe School District. The design of this study was an experimental, control group. The treatment variable was the type of mathematics instruction taught in the classroom. Students in the control group received mathematics instruction in a traditional, lecture‐ based setting. The treatment for the experimental group was mathematics instruction using CMP. The study focused on 357 seventh grade students at 5 participating junior high schools. The researcher analyzed scores from a sample of students (n=119) who received two years of mathematics instruction using CMP, a sample of students (n=119) who received one year of mathematics instruction using CMP, and a sample of students (n=119) who received no mathematics instruction using CMP. The study also examined the effects of CMP on students qualifying for special education services and students of low SES. The dependent variable, mathematics achievement, was measured using scores obtained from the 2008 seventh grade Kansas Mathematics Assessment. -
Exploring the Relationship Between Teachers' Beliefs in Mathematics and Their Instructional Practice
UNLV Retrospective Theses & Dissertations 1-1-2006 Exploring the relationship between teachers' beliefs in mathematics and their instructional practice Michelle Vander Veldt University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/rtds Repository Citation Vander Veldt, Michelle, "Exploring the relationship between teachers' beliefs in mathematics and their instructional practice" (2006). UNLV Retrospective Theses & Dissertations. 2688. http://dx.doi.org/10.25669/3e0l-04ko This Dissertation is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. This Dissertation has been accepted for inclusion in UNLV Retrospective Theses & Dissertations by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. EXPLORING THE RELATIONSHIP BETWEEN TEACHERS’ BELIEFS IN MATHEMATICS AND THEIR INSTRUCTIONAL PRACTICE by Michelle Vander Veldt Bachelor of Science University of Nevada, Las Vegas 1996 Master of Education Curriculum and Instruction University of Nevada, Las Vegas 1999 A dissertation submitted in partial fulfillment of the requirements for the Doctor of Philosophy Degree in Curriculum and Instruction Department of Curriculum and Instruction College of Education Graduate College University of Nevada, Las Vegas August 2006 Reproduced with permission of the copyright owner. -
RCML 2016 Conference Proceedings
Proceedings for the 43rd Annual Meeting of the Research Council on Mathematics Learning Shining a Light on Mathematics Learning February 25 – 27, 2016 Orlando, Florida PRESIDENT, 2015-2017 INVESTIGATIONS EDITOR CONFERENCE COMMITTEE Juliana Utley (Appointed) Travis Olson (2013-2016) Oklahoma State University Drew Polly University of Nevada, Las Vegas Stillwater, OK University of North Carolina, Las Vegas, NV [email protected] Greensboro [email protected] Greensboro, NC PAST PRESIDENT, [email protected] Kansas Conrady (2013-2016) 2015-2016 University of Oklahoma Mary Swarthout INTERSECTIONS EDITOR Norman, OK Sam Houston State University (Appointed) [email protected] Huntsville, Texas 77341 Jonathan Bostic [email protected] Bowling Green State University Jonathan Bostic (2014-2017) Bowling Green, OH Bowling Green State University VICE PRESIDENT FOR [email protected] Bowling Green, OH CONFERENCES, 2014-2016 [email protected] Eileen Faulkenberry Tarleton State University MEMBERSHIP CHAIR Sean Yee (2014-2017) Stephenville, TX (Appointed) University of South Carolina [email protected] Sarah Pratt Columbia, SC University of North Texas [email protected] VICE PRESIDENT FOR Dallas, TX PUBLICATIONS [email protected] Bill McGalliard (2015-2018) Sheryl A. Maxwell University of Central Missouri University of Memphis (Retired) WEBMASTER Warrensburg, MO Memphis, TN (Appointed) [email protected] [email protected] Ryan Speer Perrysburg, Ohio Hope Marchionda (2015-2018) TREASURER, 2014-2016 [email protected] -
A Comparison of Elementary Mathematics Achievement In
A comparison of elementary <br />mathematics achievement in everyday<br /> math and saxon <br />math schools in illinois Item Type Dissertation Authors Roan, Clayton Download date 29/09/2021 01:50:35 Link to Item http://hdl.handle.net/10484/3991 A COMPARISON OF ELEMENTARY MATHEMATICS ACHIEVEMENT IN EVERYDAY MATH AND SAXON MATH SCHOOLS IN ILLINOIS _______________________ A dissertation Presented to The College of Graduate and Professional Studies Department of Educational Leadership Indiana State University Terre Haute, Indiana ______________________ In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy In K-12 Administration _______________________ by Clayton Roan May, 2012 Keywords: elementary curriculum, mathematics, administration, algorithms ii COMMITTEE MEMBERS Committee Chair: Terry McDaniel, Ph.D. Assistant Professor of the Department of Educational Leadership Indiana State University Committee Member: Noble Corey, Ph.D. Professor of the Department of Curriculum, Instruction, and Media Technology Indiana State University Committee Member: Steve Gruenert, Ph.D. Chair of the Department of Educational Leadership Indiana State University iii ABSTRACT This study compared mathematics achievement in Illinois elementary schools using the Everyday Math and Saxon Math curricula. The Illinois Standards Achievement Test (ISAT) was used as the measure of student achievement. Multiple correlation analyses showed that the type of curriculum used was a significant predictor of mathematics achievement at the third and fifth grade levels. Everyday Math was found to support greater student achievement in these grades. When holding other variables constant, Everyday Math schools can be expected to have an average of 2.1% more questions correct on the multiple choice portion of the ISAT than Saxon Math schools at the third grade level. -
ED429841.Pdf
DOCUMENT RESUME ED 429 841 SE 062 471 TITLE Curriculum Summaries, Second Edition. INSTITUTION Education Development Center, Inc., Newton, MA. K-12 Mathematics Curriculum Center. SPONS AGENCY National Science Foundation, Arlington, VA. PUB DATE 1999-01-00 NOTE 35p. CONTRACT ESI-9617783 AVAILABLE FROM Education Development Center, Inc., K-12 Mathematics Curriculum Center, 55 Chapel Street, Newton, MA 02458-1060. PUB TYPE Reports General (140) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Academic Standards; Educational Resources; Elementary Secondary Education; *Mathematics Curriculum; Program Descriptions IDENTIFIERS NCTM Curriculum and Evaluation Standards ABSTRACT This document compiles information about 13 comprehensive mathematics curriculum programs that were developed specifically to address the recommendations of the National Council of Teachers of Mathematics' (NCTM) Curriculum and Evaluation Standards for School Mathematics. Three of the programs are elementary programs, five are for middle school, and five are geared towards high school. All of these programs were developed with support from the National Science Foundation (NSF) .Each description includes a summary of the program, publisher contact, developer/implementation center, students materials, teacher materials, other support materials, current availability of curriculum materials, impact data complied to date, and web sites. Programs include:(1) Everyday Mathematics;(2) Investigations in Number, Data, and Space;(3) Math Trailblazers;(4) Connected Mathematics; (5) Mathematics -
CURRICULUM IMPLEMENTATION: a CASE STUDY of MATHLAND by HAROLD DENNIS MILLS Bachelor of Science Fitchburg State College Fitchburg
CURRICULUM IMPLEMENTATION: A CASE STUDY OF MATHLAND By HAROLD DENNIS MILLS Bachelor of Science Fitchburg State College Fitchburg, Massachusetts 1975 Submitted to the Faculty of the Graduate College of Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF EDUCATION August, 2003 CURRICULUM IMPLEMENTATION: A CASE STUDY OF MATHLAND Thesis Approved: 11 DEDICATION For My Father, Harold J. Dad, you were my first and biggest hero. Even after I had grown, I still looked up to you. Your courage has given me the courage and determination to do my best. Not a day goes by that I do not think of you. I wish that you were here to share this special time ... 111 ACKNOWLEDGMENTS I wish to express my thanks to my dissertation adviser, Dr. Adrienne Hyle, for her friendship, guidance, and encouragement throughout my doctoral program. My appreciation extends to all members ofmy dissertation committee, Dr. Kay Bull, Dr. Ed Harris, and Dr. Deke Johnson for their willingness to serve on my committee. I would like to express my gratitude to Dr. Scarlett Rehrig for allowing me to conduct research in the Isles District schools. My thanks are extended to the administrators and teachers of the Isles School District who gave so freely of their time, expertise, and the warm welcome they extended to me in their classrooms. Special thanks to my colleague and good friend Ira Lee White for the long hours of proofreading, encouragement, suggestions, and support. Words could not begin to express what his friendship has meant to me. My love and appreciation to my wife, Linda, and my family, Patrick and, Sarah, for managing to stretch their understanding, support, encouragement, and patience throughout this study.