ERIC Number: ED554585
Record Type: Non-Journal
Publication Date: 2004
Abstractor: As Provided
Reference Count: 216
On Evaluating Curricular Effectiveness: Judging the Quality of K-12 Mathematics Evaluations
Confrey, Jere, Ed.; Stohl, Vicki, Ed.
National Academies Press
This book reviews the evaluation research literature that has accumulated around 19 K-12 mathematics curricula and breaks new ground in framing an ambitious and rigorous approach to curriculum evaluation that has relevance beyond mathematics. The committee that produced this book consisted of mathematicians, mathematics educators, and methodologists who began with the following charge: (1) Evaluate the quality of the evaluations of the thirteen National Science Foundation (NSF)-supported and six commercially generated mathematics curriculum materials; (2) Determine whether the available data are sufficient for evaluating the efficacy of these materials, and if not; (3) Develop recommendations about the design of a project that could result in the generation of more reliable and valid data for evaluating such materials; and (4) The committee collected, reviewed, and classified almost 700 studies, solicited expert testimony during two workshops, developed an evaluation framework, established dimensions/criteria for three methodologies (content analyses, comparative studies, and case studies), drew conclusions on the corpus of studies, and made recommendations for future research. The following are appended: (1) Biographic Sketches; (2) Bibliography of Studies Included in Committee Analysis; and (3) Outcomes Measures.
Descriptors: Mathematics Instruction, Guidelines, Workshops, Case Studies, Content Analysis, Curriculum Evaluation, Mathematics Curriculum, Elementary School Curriculum, Secondary School Curriculum, Mathematics Teachers, Specialists, Educational Quality, Instructional Materials, Educational Research, Biographies, Outcome Measures, Evaluation Methods
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Publication Type: Books; Reports - Evaluative
Education Level: Elementary Education; Secondary Education
Authoring Institution: N/A
IES Cited: ED544215; ED544189