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ERIC Number: EJ758522
Record Type: Journal
Publication Date: 2004-Jan
Pages: 5
Abstractor: ERIC
Reference Count: 7
ISBN: N/A
ISSN: ISSN-0036-8555
Analyzing Instructional Content & Practices: Using Data to Improve Alignment of Science Instruction with State and National Standards
Blank, Rolf; Hill, Stan
Science Teacher, v71 n1 p54-58 Jan 2004
Moving toward state and national standards-based instruction is a priority in many classrooms today. As teachers and school leaders continue to implement standards-based instruction, they will need a way to evaluate the current status of science instruction to determine what changes and improvements are necessary. Teachers and school leaders will also need a tool to determine strategies for improvement. This article discusses a new quantitative method for analyzing science instructional content and practices that assists schools and teachers by providing rich, in-depth data for making decisions on improving curriculum and instruction. This new approach to analyzing and improving instruction, titled "Surveys of Enacted Curriculum (SEC)," was field tested and improved with the help of science and math teachers from hundreds of U.S. schools. The SEC and accompanying data reporting and analysis tools are available at www.SECsurvey.org. Teachers and education professionals can use the curriculum survey data to analyze and improve alignment of science instruction with standards. (Contains 2 figures.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001