Conducting Case Studies of Curriculum Reform in Science and Mathematics Education.

Autor/inn/en	Anderson, Ronald D.; und weitere
Institution	Colorado Univ., Boulder. School of Education.
Titel	Conducting Case Studies of Curriculum Reform in Science and Mathematics Education.
Quelle	(1993), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Curriculum Development; Educational Assessment; Educational Change; Elementary Secondary Education; Instructional Systems; Interviews; Literature Reviews; Mathematics Education; Research Design; Research Methodology; Research Universities; School Districts; Science Education; Systems Approach + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Education; assessment; Bewertungssystem; Bildungsreform; Unterrichtsorganisation; Interviewing; Interviewtechnik; Mathematische Bildung; Forschungsdesign; Research method; Forschungsmethode; Forschungseinrichtung; School district; Schulbezirk; Naturwissenschaftliche Bildung; Systemischer Ansatz
Abstract	The University of Colorado, under contract with the Office of Educational Research and Improvement (OERI), is conducting a study of curriculum reform in science, mathematics, and higher order thinking across the disciplines. This paper provides some of the background for this research as well as information on the conceptual framework and design of the study. An extensive literature review made it clear that school sites with fully implemented reforms should not be expected to serve as subjects of the study, in that the reforms are generally too recent to be ready for investigation, and because sites should be studied from a systemic perspective. It is also essential that these sites be studied from multiple perspectives because of the complexity of curriculum reform efforts. The design of the case studies reflects the literature review conclusions, focusing on sites with reforms as fully implemented as possible, to be studied over time to illustrate the current reform process. An important aspect of this study is identifying critical events that embody or illustrate the reform effort whether successful or unsuccessful. Among the types of events sought are those including the classroom, the school, and the district, and guidelines for observation, questioning, and analysis of the events are provided. The bulk of the data is being acquired through site visits, augmented by printed materials and telephone interviews. An analysis of the reform systems is expected to be completed in the 1992-93 school year, with a follow-up as funding permits. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC