Impact of curriculum reform: Evidence of change in classroom practice in the United States

Moyer, John C.; Cai, Jinfa; Wang, Ning; Nie, Bikai

doi:10.1016/j.ijer.2011.06.004

Cited by 17 publications

(6 citation statements)

References 18 publications

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“…Using HLM, they found both indices to be significant predictors of student achievement; student scores were significantly higher among teachers who covered more of the curriculum and were likewise higher when the teacher adapted the curriculum more than average. The results of Moyer, Cai, Wang, and Nie (2011) and King et al (2011) warrant careful documentation of both opportunity to learn and fidelity of implementation of curricular materials.…”

Section: Review Of Related Literaturementioning

confidence: 93%

“…Despite the sophisticated analytic techniques employed, Post et al (2008) and Harwell et al (2007) did not gauge classroom instruction or characterize the implementation of curricula. By way of contrast, the Longitudinal Investigation of the effect of Curriculum on Algebra Learning (LieCal) project (Moyer et al, 2011) studied the effects of an NSF-funded curriculum (Connected Mathematics Project [CMP]) and publisher-developed curricula using a variety of data sources, including observations in middle grade classrooms. In a related analysis using a two-level HLM growth curve and repeated measures ANOVA, the researchers found significantly greater growth in problem-solving skills for students using the NSF-funded curriculum but detected no differences in symbolic manipulation skills across curriculum types.…”

Section: Review Of Related Literaturementioning

confidence: 99%

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The Effects of Content Organization and Curriculum Implementation on Students' Mathematics Learning in Second-Year High School Courses

Tarr

Grouws

Chávez

et al. 2013

JRME

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We examined curricular effectiveness in high schools that offered parallel paths in which students were free to study mathematics using 1 of 2 content organizational structures, an integrated approach or a (traditional) subject-specific approach. The study involved 3,258 high school students, enrolled in either Course 2 or Geometry, in 11 schools in 5 geographically dispersed states. We constructed 3-level hierarchical linear models of scores on 3 end-of-year outcome measures: a test of common objectives, an assessment of problem solving and reasoning, and a standardized achievement test. Students in the integrated curriculum scored significantly higher than those in the subject-specific curriculum on the standardized achievement test. Significant student-level predictors included prior achievement, gender, and ethnicity. At the teacher level, in addition to Curriculum Type, the Opportunity to Learn and Classroom Learning Environment factors demonstrated significant power in predicting student scores, whereas Implementation Fidelity, Teacher Experience, and Professional Development were not significant predictors.

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Section: Review Of Related Literaturementioning

confidence: 93%

Section: Review Of Related Literaturementioning

confidence: 99%

The Effects of Content Organization and Curriculum Implementation on Students' Mathematics Learning in Second-Year High School Courses

Tarr

Grouws

Chávez

et al. 2013

JRME

View full text Add to dashboard Cite

show abstract

“…Research unveils a recent surge of interest in the impact of curriculum reforms on educational outcomes (Allais, 2012; Souto-Otero, 2012). Common to many reform initiatives is a growing interest in the influence of curriculum materials on classroom instruction (Moyer, Cai, Wang, & Nie, 2011). With the focus on outcomes as a force driving curriculum design and development, student attendance and engagement are viewed as critical for academic success (Chang & Romero, 2008).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Determinants of Student Absenteeism/Presenteeism in Qatar: A Path Analysis

Sellami¹,

El-Kassem²,

Al-Qassass³

et al. 2020

FCE

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The current study sought to investigate the perceptions of school teachers regarding student absenteeism and presenteeism in the State of Qatar. Drawing on the existing relevant literature in the field and based on a survey research method, the study was carried out during the first term (Fall semester) in 2015. The study involved preparatory (middle) and secondary (high) school teachers at both public (Independent) and private (International) schools in Qatar. To attain this goal, a causal model was used to examine the causes that shape teachers’ perceptions of absenteeism and presenteeism. The data required for the present research was collected from a sample of 495 teachers at Independent and International schools. Based on factor analysis, the findings concluded from the study indicated that seven valid dimensions were extracted. In addition, three determinant factors that influence the perceptions of preparatory and secondary school teachers with regard to students’ absentee and presentee behaviours were identified. These factors are: (a) reviewing curriculum content, (b) the teaching load, and (c) the expected rate of student graduations. The study concludes by offering some important recommendations for education practitioners and policy makers as well as some useful suggestions for future research and practice.

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“…After the seven CMP schools were selected, seven non-CMP schools were chosen based on comparable demographics. In sixth grade, 695 CMP students in 25 classes and 589 non-CMP students in 22 classes participated in the study (see Cai et al, 2011, for details about the research setting and the sample).…”

Section: Samplementioning

confidence: 99%

“…The study presented in this paper is part of a larger project, titled "Longitudinal Investigation of the Effect of Curriculum on Algebra Learning" (LieCal Project). The LieCal Project is designed to longitudinally compare the effects of the Connected Mathematics Program (CMP) to the effects of more traditional middle school curricula (hereafter called non-CMP curricula) on students' learning of algebra (Cai, Wang, Moyer, Wang, & Nie, 2011;Moyer, Cai, Wang, & Nie, 2011). One of the purposes of the LieCal Project is to provide a profile of classroom experiences that CMP students and teachers have, and contrast this with a profile of experiences in non-CMP classrooms.…”

Section: Introductionmentioning

confidence: 99%

An investigation of teachers’ intentions and reflections about using Standards-based and traditional textbooks in the classroom

Nie

Freedman

Hwang

et al. 2013

ZDM Mathematics Education

Self Cite

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This study analyzed teachers' intentions for and reflections on their use of Standards-based [Connected Mathematics Program (CMP)] textbooks and traditional (non-CMP) mathematics textbooks to guide instruction. In this investigation of the interplay between textbooks and instruction, we focused on learning goals, instructional tasks, teachers' anticipation of students' difficulties, and their perceptions of students' achievement of learning goals. All of these are aspects of teachers' intentions and reflections that have proved fruitful in comparing the roles of the CMP and non-CMP mathematics textbooks in our Longitudinal Investigation of the Effect of Curriculum on Algebra Learning project. Whereas the cognitive level of the teachers' intended learning goals appeared generally to reflect the emphases of their respective textbooks, we found that the CMP teachers' intended learning goals were not as well aligned with the CMP textbooks as the non-CMP teachers' learning goals were aligned with their non-CMP textbooks. The CMP and non-CMP teachers' implementations of the lessons seemed to reduce the degree of difference between the cognitive levels of their intended goals. Even so, we found that significantly more CMP lessons than non-CMP lessons were implemented at a high level of cognitive demand. Although the non-CMP teachers' intended learning goals were better aligned with their textbook's learning goals, we found that the CMP teachers were more likely than the non-CMP teachers to follow the guidance of their textbooks in designing and selecting instructional tasks for a lesson. Future research should consider other aspects of teachers' intentions and reflections that may shed a broader light on the role of textbooks and curriculum materials in teachers' crafting of instructional experiences for their students.

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Impact of curriculum reform: Evidence of change in classroom practice in the United States

Cited by 17 publications

References 18 publications

The Effects of Content Organization and Curriculum Implementation on Students' Mathematics Learning in Second-Year High School Courses

The Effects of Content Organization and Curriculum Implementation on Students' Mathematics Learning in Second-Year High School Courses

Determinants of Student Absenteeism/Presenteeism in Qatar: A Path Analysis

An investigation of teachers’ intentions and reflections about using Standards-based and traditional textbooks in the classroom

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