NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ885511
Record Type: Journal
Publication Date: 2004-Jun
Pages: 27
Abstractor: ERIC
Reference Count: 42
ISSN: ISSN-0077-5762
From Policy to Practice: The Evolution of One Approach to Describing and Using Curriculum Data
Smithson, John L.; Porter, Andrew C.
Yearbook of the National Society for the Study of Education, v103 n2 p105-131 Jun 2004
This chapter traces the development of, and evolving audiences for, a set of research tools developed at the University of Wisconsin-Madison by the authors and others between 1989 and 2003, with roots extending back to work Porter and his colleagues at Michigan State conducted during the 1980s. Originally designed for use in investigating questions concerning the effects of policies on classroom practice, these tools are now just as likely to be used by a state educational agency to examine alignment issues between state content standards and assessments, by school leadership teams to inform curriculum decision making, or by curriculum specialists to plan professional development at the district or school level. The central requirement for addressing all of these information needs is a systematic, rich, and multidimensional language for describing instructional content. The tools described in this chapter provide such a language, based on a two-dimensional model of instructional content consisting of topics and cognitive demand. (Contains 3 figures and 1 table.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan; Wisconsin