Curriculum Coherence and National Control of Education: Issue or Non-Issue?

Autor/inn/en	Schmidt, William H.; Prawat, Richard S.
Titel	Curriculum Coherence and National Control of Education: Issue or Non-Issue?
Quelle	In: Journal of Curriculum Studies, 38 (2006) 6, S.641-658 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Elementary Secondary Education; Government School Relationship; National Norms; Elementary School Curriculum; Secondary School Curriculum; Correlation; Reliability; Mathematics Tests; Science Tests; Achievement Tests; Comparative Testing; Test Results; Academic Achievement; International Programs; Mathematics Education; Science Education + Suchen Sie Ihr Suchwort? Korrelation; Reliabilität; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schulleistung; Mathematische Bildung; Naturwissenschaftliche Bildung
Abstract	Recent studies show that national control of K-12 curriculum yields important payoffs in terms of greater curricular coherence and, as a result, higher test performance on international tests such as those used in the Third International Mathematics and Science Study. This paper examines the connection between national control of curriculum and curricular consistency and coherence, a variable known to have a positive impact on student test-score performance. The results of several analyses reveal that national control of curriculum, viewed apart from the most important "function" associated with such control (i.e. enhanced credibility), makes "no" contribution to curricular consistency or coherence. (Contains 2 tables and 5 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10