Alignment of the Intended, Planned, and Enacted Curriculum in General and Special Education and Its Relation to Student Achievement

Autor/inn/en	Kurz, Alexander; Elliott, Stephen N.; Wehby, Joseph H.; Smithson, John L.
Titel	Alignment of the Intended, Planned, and Enacted Curriculum in General and Special Education and Its Relation to Student Achievement
Quelle	In: Journal of Special Education, 44 (2010) 3, S.131-145 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466909341196
Schlagwörter	Mathematics Curriculum; Curriculum Development; State Standards; Mathematics Achievement; Special Education Teachers; Disabilities; General Education; Grade 8; Correlation; Regular and Special Education Relationship; Middle Schools; Course Content; Surveys; Tennessee + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Handicap; Behinderung; Allgemein bildendes Schulwesen; Allgemeinbildung; School year 08; 8. Schuljahr; Schuljahr 08; Korrelation; Middle school; Mittelschule; Mittelstufenschule; Kursprogramm; Survey; Umfrage; Befragung
Abstract	In this initial study, the authors examined the content of the planned and enacted eighth-grade mathematics curriculum for 18 general and special education teachers and the curricula's alignment to state standards via the Surveys of the Enacted Curriculum. The relation between alignment and student achievement was analyzed for three formative assessments and the corresponding state test within a school year. Results indicated that alignment for the planned and enacted curriculum to state standards was low with no significant differences between general and special education teachers. Significant correlations between student achievement averages for 238 students and teacher alignment indices were equal to or greater than 0.48. When teacher groups were examined separately, the relation between alignment and achievement remained significant only for special education, with correlations equal to or greater than 0.75. The study's conceptual and methodological framework provides a model for subsequent research on alignment and opportunity to learn in general and special education. (Contains 7 tables and 3 figures.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10