Third-Year High School Mathematics Curriculum: Effects of Content Organization and Curriculum Implementation

Autor/inn/en	Chávez, Óscar; Tarr, James E.; Grouws, Douglas A.; Soria, Victor M.
Titel	Third-Year High School Mathematics Curriculum: Effects of Content Organization and Curriculum Implementation
Quelle	In: International Journal of Science and Mathematics Education, 13 (2015) 1, S.97-120 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-013-9443-7
Schlagwörter	Mathematics Instruction; Mathematics Curriculum; High Schools; Textbooks; High School Students; Algebra; Prior Learning; Mathematics Tests; Achievement Tests; Hierarchical Linear Modeling; Integrated Curriculum; Scores; Gender Differences; Predictor Variables; Comparative Analysis; Standardized Tests; Ethnic Groups; Racial Differences; Teacher Characteristics; Socioeconomic Influences; Educational Opportunities; Teaching Experience; Program Implementation; Fidelity; Faculty Development; Conventional Instruction + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; High school; Oberschule; Textbook; Text book; Schulbuch; Lehrbuch; High schools; Student; Students; Schüler; Schülerin; Studentin; Vorkenntnisse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Geschlechterkonflikt; Prädiktor; Standadised tests; Standardisierter Test; Ethnie; Rassenunterschied; Sozioökonomischer Faktor; Bildungsangebot; Bildungschance
Abstract	We examined the effect of curriculum organization in US high schools where students could freely choose to study mathematics from textbooks that employed one of two types of content organization, an "integrated" approach or a (traditional) "subject-specific" approach. The study involved 2,242 high school students, enrolled in either Course 3 or Algebra 2, in 10 schools in 5 geographically dispersed states. Taking account of curriculum implementation and students' prior mathematics learning, we analyzed two end-of-year outcome measures: a test of common objectives and a standardized achievement test. Our hierarchical linear models with three levels showed that students in the integrated curriculum scored significantly higher than those in the subject-specific curriculum on the common objectives test. In both outcome measures, gender and prior achievement were significant student-level predictors. In the standardized achievement test, ethnicity was a moderating factor. At the teacher-level, in addition to curriculum type, teachers' orientation and free and reduced lunch eligibility were significant moderating factors. Opportunity to learn, implementation fidelity, teacher experience, and professional development were not significant predictors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01