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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
Stable URL: http://www.jstor.org/stable/40539343
Page Count: 8
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Measuring Curriculum Implementation
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Abstract

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.

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