Literaturnachweis - Detailanzeige
Autor/inn/en | Lee, Valerie E.; und weitere |
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Titel | Course-Taking, Equity, and Mathematics Learning: Testing the Constrained Curriculum Hypothesis in U.S. Secondary Schools. |
Quelle | In: Educational Evaluation and Policy Analysis, 19 (1997) 2, S.99-121Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0162-3737 |
Schlagwörter | Course Selection (Students); Equal Education; High School Students; High Schools; Learning; Mathematics Achievement; Mathematics Curriculum; National Surveys; National Assessment of Educational Progress |
Abstract | How the organization of U.S. high school mathematics curriculum affects how much students learn was studied with data from 123 schools in the National Assessment of Educational Progress. Results indicate that students learn more in schools that offer a narrow curriculum of mostly academic courses. (SLD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |