The Formalized Processes Districts Use to Evaluate Mathematics Textbooks

Autor/inn/en	Polikoff, Morgan S.; Campbell, Shauna E.; Rabovsky, Sarah; Koedel, Cory; Le, Quynh Tien; Hardaway, Tenice; Gasparian, Hovanes
Titel	The Formalized Processes Districts Use to Evaluate Mathematics Textbooks
Quelle	In: Journal of Curriculum Studies, 52 (2020) 4, S.451-477 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2020.1747116
Schlagwörter	School Districts; Textbook Evaluation; Evaluation Methods; Mathematics Education; Mathematics Instruction; School District Size; Technology Uses in Education; English Language Learners; State Policy; Mathematics Curriculum; Textbook Standards; Common Core State Standards; Selection Criteria; California + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; School districts; Size; Schuleinzugsbereich; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schulbuchempfehlungen; Common core curriculum; Curriculum; Kerncurriculum; Selection criterion; Auslesekriterium; Kalifornien
Abstract	Textbooks are a widely used educational intervention that can affect student achievement, and the marginal cost of choosing a more effective textbook is typically small. However, we know little about how textbooks get from the publisher to the classroom. The purpose of this paper is to investigate the ways mathematics textbook adoption practices vary and predict adoption decisions. We use interviews with district leaders in a stratified random sample of 34 California school districts. We find isomorphic, highly formalized adoption processes in most districts. However, we observe some differences along dimensions of district size, technological interest/infrastructure, and English learner concentration. We recommend states produce and update lists of high-quality materials early and often, and that they use a highly rigorous evaluation process. We also recommend states experiment with encouraging similar districts to partner on textbook evaluation and adoption to respond to district demands for information and capacity building around curricula. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01