Situating Research on Curricular Change

Autor/inn/en	Confrey, Jere; King, Karen D.; Strutchens, Marilyn E.; Sutton, John T.; Battista, Michael T.; Boerst, Timothy A.; Smith, Margaret Schwan; Reed, Judith
Titel	Situating Research on Curricular Change
Quelle	In: Journal for Research in Mathematics Education, 39 (2008) 2, S.102-112 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Mathematics Education; Teacher Qualifications; Federal Legislation; Educational Change; Educational Research; Mathematics Curriculum; Curriculum Development; Academic Standards; Educational Legislation; Curriculum Research; Research Methodology; Teacher Education; Educational History; Equal Education; Knowledge Base for Teaching; Educational Policy + Suchen Sie Ihr Suchwort? Mathematische Bildung; Lehrqualifikation; Bundesrecht; Bildungsreform; Bildungsforschung; Pädagogische Forschung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsrecht; Schulgesetz; Research; Curriculumreform; Forschung; Research method; Forschungsmethode; Lehrerausbildung; Lehrerbildung; History of education; Bildungsgeschichte; Teaching theory; Theory of teaching; Unterrichtstheorie; Politics of education; Bildungspolitik
Abstract	Research on curricular choices has attracted widespread attention and merits increased investment by the research community. Multiple studies, publications, conferences, and a multicampus center (The Show-Me Project, n.d.) speak to the need to discuss what is taught in the classrooms and to whom, how, and when. Since the 1990s, with the creation of "Standards"-based curricula, practitioners have had to choose between new and traditional curricula. In addition, the No Child Left Behind Act 2001 has put pressure on schools to use curriculum materials that are researched based and approved by the U.S. Department of Education (n.d.). These two milestones related to mathematics education justify making curricula issues an area that warrants the attention of both the research community and practitioners. The purpose of this article is to highlight advances related to curricular research; pose questions that require further investigation; and describe related, emerging subfields. First, the authors begin with a brief history of the events that have had led teachers to their current state of curricular affairs. They also explore a report released by the National Research Committee (NRC) in 2004 that challenged the research community to consider research on curricula issues differently than has been done in the past. Second, the authors discuss a recent study that illustrates the promise of new methodologies. Third, the Research committee examines evidence on how the "Standards"-based curricula have impacted diverse groups of students, since a major goal of the "Standards" documents was to ensure that all students were provided access to high-quality mathematics curricula. Fourth, as another example of progress in curriculum-related areas, the authors discuss how researchers from the teacher education have opened new subfields, in part because of the increased demands that curricular reforms have placed on teachers. Finally, the authors report the policy implications of this combination of research on curricular effectiveness in general, on issues of diversity and equity, and on the interaction of teacher knowledge and curricular reform. (Contains 1 figure.) (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10