ERIC Number: ED454361
Record Type: Non-Journal
Publication Date: 2000-Jun
Reference Count: N/A
Survey Results of Urban School Classroom Practices in Mathematics and Science: 1999 Report. Using the Survey of Enacted Curriculum Conducted during Four USI Site Visits. How Reform Works: An Evaluative Study of National Science Foundation's Urban Systemic Initiatives. Study Monograph No. 2.
Blank, Rolf K.; Kim, Jason J.; Smithson, John
This report presents results from four 1999 Urban Systemic Initiative (USI) school district surveys. The Survey of Enacted Curriculum is the study component of a grant from the National Science Foundation to examine how reform works in USI districts. The study explores the impact of USI programs on student achievement and the learning infrastructure in urban school districts and will develop an inferential causal model linking USI drivers and other key elements. This survey analyzes urban school mathematics and science practices, focusing on enacted curriculum contents and teaching practices. It provides a means of validating reform changes in the four sites by analyzing responses from intervention and control group teachers. In each site, 80 teachers were selected from 20 elementary and middle schools. The initial report on enacted curriculum in USI sites demonstrates that: the survey approach tried at the four USI sites can be used to analyze curriculum and teaching in classrooms; the analysis can be used across different classes, schools, and districts; and a purposeful sample of schools and teachers can be used to compare curriculum and instruction in schools that have high implementation of systemic reform with USI schools that have less implementation. Appendixes include the USI evaluative study abstract and year one progress summary, a brief description of four USI school districts, class descriptions, and content maps. (SM)
Descriptors: Academic Achievement, Classroom Techniques, Curriculum Development, Educational Change, Educational Technology, Elementary School Mathematics, Elementary School Science, Faculty Development, Intermediate Grades, Mathematics Instruction, Middle Schools, Problem Solving, Program Effectiveness, Program Evaluation, Science Instruction, Secondary School Mathematics, Secondary School Science, Small Group Instruction, Student Evaluation, Teaching Methods, Time Management, Urban Schools
For full text: http://www.systemic.com/publication or http://www.siurbanstudy.org/newspublication.
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC. Directorate for Education and Human Resources.
Authoring Institution: Wisconsin Center for Education Research, Madison.; Council of Chief State School Officers, Washington, DC.; Systemic Research, Inc., Norwood, MA.