Teacher Variables That Relate to Student Achievement When Using a Standards-Based Curriculum

Schoen, Harold L.; Cebulla, Kristin J.; Finn, Kelly F.; Fi, Cos

doi:10.2307/30034779

Cited by 61 publications

(33 citation statements)

References 19 publications

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“…Research indicates that professional development activities are probably the most important resource for teachers to improve meaningful knowledge of content and attitudes toward mathematics (Battista, 1986;Ball, 1991;Hill & Ball, 2004;Quinn, 1997). Schoen, Cebulla, Finn, and Fi (2003) found similar results and that completion of a professional development math workshop course were positively related to growth in student achievement. Hall (2009) describes a teacher hands-on exploration workshop using TinkerPlots where participants used real data about their pupils that resulted in positive attitudes toward teaching statistics.…”

Section: Further Research and Recommendationssupporting

confidence: 67%

Implementing Project Based Survey Research Skills to Grade Six ELP Students with The Survey Toolkit and TinkerPlots®

Walsh¹

2011

Journal of Statistics Education

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Survey Toolkit Collecting Information, Analyzing Data and Writing Reports (Walsh, 2009a) is discussed as a survey research curriculum used by the author's sixth grade students. The report describes the implementation of The Survey Toolkit curriculum and TinkerPlots ® software to provide instruction to students learning a project based research methodology using surveys for the last six years. The article presents classroom instructional strategies to more effectively deliver the curriculum, along with examples of student work. Research supporting the teaching of statistics across the curriculum, implementation considerations, and an introduction of the development and organization of The Survey Toolkit is provided. Use of the curriculum with students focusing on findings from their selected sample, cognizant of inferential research methods (e.g., hypothesis testing) and not being able to generalize findings to a population is discussed. A piloted formal assessment and rubric evaluation of completed survey projects provides evidence of the learning skills and competencies students acquire using the curriculum model. The need for further research to evaluate the effectiveness of the curriculum materials, student learning, and staff development is discussed.

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Section: Further Research and Recommendationssupporting

confidence: 67%

Implementing Project Based Survey Research Skills to Grade Six ELP Students with The Survey Toolkit and TinkerPlots®

Walsh¹

2011

Journal of Statistics Education

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“…This occurs in large part because of the wide variation in how teachers choose to use these resources and because of differences between what is referred to as the intended curriculum and the enacted curriculum (i.e., how teachers implement curricular resources in practice) (Charalambous, 2010;Stein, Grover, and Henningsen, 1996). In fact, the implementation of a curriculum has been shown to be an important factor in student achievement (Schoen et al, 2003), while fidelity of implementation of standards-based curriculum is equally critical to developing mathematical proficiency and increasing student achievement (Boston and Smith, 2009;Balfanz, Mac Iver, and Byrnes, 2006). High-quality curriculum resources can provide "probabilistic opportunities to influence student thinking" (Charalambous, 2010, p. 249), but providing teachers with support and guidance on how to implement those materials in classrooms to support standardsaligned instruction is a critical step in ensuring that the curriculum resources are used to reach productive instructional ends (Davis and Krajcik, 2005;Confrey and Krupa, 2010;Stein and Kaufman, 2010).…”

Section: Curriculum Resourcesmentioning

confidence: 99%

Mathematics Audit of the DoDEA Schools: 2014-2015

Karam¹,

Stecher²,

Tsai³

et al. 2016

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This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited. Permission is given to duplicate this document for personal use only, as long as it is unaltered and complete. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial use. For information on reprint and linking permissions, please visit www.rand.org/pubs/permissions.The RAND Corporation is a research organization that develops solutions to public policy challenges to help make communities throughout the world safer and more secure, healthier and more prosperous. RAND is nonprofit, nonpartisan, and committed to the public interest.RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.Support RAND Make a tax-deductible charitable contribution at www.rand.org/giving/contribute www.rand.org Library of Congress Cataloging-in-Publication Data For more information on this publication, visit www.rand.org/t/RR1272Published by the RAND Corporation, Santa Monica, Calif. © Copyright 2016 RAND CorporationR® is a registered trademark. Cover: Constantinos/Fotoliaiii PrefaceThe Department of Defense Education Activity (DoDEA) operates 181 schools to educate military dependents. The schools are located in 11 foreign countries, seven states, Guam, and Puerto Rico. DoDEA is committed to providing a high-quality education for the dependents of military and civilian employees. The Community Strategic Plan for school years 2013-2014 through 2017-2018 commits DoDEA to implement the Common Core State Standards in mathematics (to which DoDEA refers as the College and Career Readiness [CCR] standards). Efforts to change from the 2009 DoDEA mathematics standards to the CCR standards began in earnest during the 2014-2015 school year, with the CCR mathematics standards to be rolled out in elementary schools starting in school year 2015-2016 and scaled up the following school year to middle and high schools. This study was designed to support the transition to the new standards by examining the extent to which DoDEA's existing mathematics program was consistent with best mathematics education practices and by offering suggestions for improving the implementation of the CCR standards in mathematics. Some of the recommendations, such as aligning the CCR standards with new assessments, appear dated because, by the time the report was completed and reviewed, DoDEA had already taken some steps. The study employed a qualitative approach to examine the existing mathematics program and the initial efforts DoDEA was taking to align the mathematics program and practices with the CCR standards in mathematics.This research was sponsored by the DoDEA and conducted within the Forces and Resources Policy Center of the RAND National Defense Research Institute, a federally funded research and development center sponsored by the Office ...

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“…Though the literature is mixed, effective use of content standards can correlate with higher student achievement on standardized tests (McCaffrey et al 2001;Schoen et al 2003). It seems logical to conclude that widely dissimilar preparation of students results in a future workforce with disparate skill sets.…”

Section: Problem Definitionmentioning

confidence: 99%

K-12 Education in the United States: Should We Implement National Standards and Assessments?

McKinney¹

2009

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Teacher Variables That Relate to Student Achievement When Using a Standards-Based Curriculum

Cited by 61 publications

References 19 publications

Implementing Project Based Survey Research Skills to Grade Six ELP Students with The Survey Toolkit and TinkerPlots®

Implementing Project Based Survey Research Skills to Grade Six ELP Students with The Survey Toolkit and TinkerPlots®

Mathematics Audit of the DoDEA Schools: 2014-2015

K-12 Education in the United States: Should We Implement National Standards and Assessments?

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