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Measuring Curriculum Implementation
Mary Ann Huntley
Journal for Research in Mathematics Education
Vol. 40, No. 4 (Jul., 2009), pp. 355-362
Published by: National Council of Teachers of Mathematics
Stable URL: http://www.jstor.org/stable/40539343
Page Count: 8
You can always find the topics here!Topics: Curricula, Educational research, Textbooks, Mathematics, Mathematics teachers, Teachers, Mathematics education, Mathematical problems, Curriculum implementation, Students
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Using curriculum-specific tools for measuring fidelity of implementation is an essential yet often overlooked aspect of examining relationships among textbooks, teaching, and student learning. This "Brief Report" describes the variety of ways that curriculum implementation is measured and argues that there is an urgent need to develop curriculum-sensitive tools for analyzing classroom practice. The report outlines the use of the Concerns-Based Adoption Model (CBAM) theory to develop analytical tools for measuring implementation of two middle-grades reform mathematics curricula: Connected Mathematics and MathThematics. The report also presents next steps in this program of research.
Journal for Research in Mathematics Education © 2009 National Council of Teachers of Mathematics