Assessment of the Impact of a New Curriculum on Systemic Change.

Autor/inn/en	Davila, Norma; Gomez, Manuel
Titel	Assessment of the Impact of a New Curriculum on Systemic Change.
Quelle	(1994), (53 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Development; Educational Assessment; Educational Change; Educational Innovation; Evaluation Methods; Grade 7; Grades (Scholastic); Junior High School Students; Junior High Schools; Mathematics Instruction; Pretests Posttests; Professional Autonomy; Questionnaires; School Restructuring; Science Education; Sciences; Scores; Social Studies; Socioeconomic Status; Student Attitudes; Puerto Rico + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Education; assessment; Bewertungssystem; Bildungsreform; Instructional innovation; Bildungsinnovation; School year 07; 7. Schuljahr; Schuljahr 07; Notenspiegel; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Berufsfreiheit; Fragebogen; Schulreformplan; Schulumwandlung; Naturwissenschaftliche Bildung; Science; Wissenschaft; Gemeinschaftskunde; Socio-economic status; Sozioökonomischer Status; Schülerverhalten
Abstract	The National Science Foundation is sponsoring 26 Statewide Systemic Initiative Projects to promote innovative curricula for teaching mathematics and science. A plan for evaluating and assessing systemic change has been designed and implemented at one of them in Puerto Rico. The perspective used to guide this paper is based on the principles that constituted the vision for this particular project. Subjects were 117 male and 102 female seventh graders who completed a study questionnaire. The relationships between the students' socioeconomic backgrounds and their scores on pretests and posttests of attitudes, science, and mathematics and final course grades were investigated as well as the relationship between their final course grades and scores on the posttests. The degree of teacher empowerment of participating teachers was examined. A strong relationship was found between final course grades and posttest scores. No relationship was found between the students' socioeconomic background and the remaining variables. A high level of teacher empowerment was also found. Clear evidence was found that the implementation of a new curriculum can drive systemic reform. Two appendixes present student and teacher questionnaires in English and Spanish. (Contains 8 tables and 25 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC