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Inverness Research Associates AUGUST 2001

THE TOP TEN LIST TEN EVALUATION “FINDINGS” THAT ILLUMINATE IMPORTANT REALITIES OF CURRICULUM IMPLEMENTATION (HIGH SCHOOL MATHEMATICS AND SCIENCE). Inverness Research Associates AUGUST 2001. NUMBER 10. MOST SCHOOLS AND DISTRICTS ARE SATISFIED WITH THEIR CURRENT HIGH SCHOOL MATH

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Inverness Research Associates AUGUST 2001

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  1. THE TOP TEN LIST TEN EVALUATION “FINDINGS” THAT ILLUMINATE IMPORTANT REALITIES OF CURRICULUM IMPLEMENTATION (HIGH SCHOOL MATHEMATICS AND SCIENCE) Inverness Research Associates AUGUST 2001

  2. NUMBER 10 • MOST SCHOOLS AND DISTRICTSARE SATISFIED WITH THEIRCURRENT HIGH SCHOOL MATH AND SCIENCE PROGRAMS

  3. Satisfaction with Current Program

  4. NUMBER 9 • THERE IS NOT STRONG AGREEMENT ABOUT THE NATURE OR DIRECTION OF CHANGE THAT IS NEEDED IN HIGH SCHOOL MATHEMATICS AND SCIENCE

  5. Agreement about nature and direction of change needed

  6. NUMBER 8 • THERE IS A MINORITY GROUP OF SCHOOLS AND DISTRICTS THAT HAVE A STRONG INTEREST IN CHANGING HIGH SCHOOL MATHEMATICS TEXTS AND INSTRUCTIONAL MATERIALS

  7. General change dynamic

  8. NUMBER 7 • INCREMENTAL CHANGE IS SEEN AS MORE LIKELY THAN WHOLE-SCALE COURSE OR PROGRAM CHANGE

  9. Likelihood of various scenarios for introducing new instructional materials

  10. NUMBER 6 • SELECTING CURRICULUM IS A COMPLEX POLITICAL PROCESS

  11. Influence of standards and tests on the selection and use of instructional materials

  12. Major decision makers in selecting high school texts and related materials

  13. Comparison of selection considerations in high school science and math

  14. NUMBER 5 • THERE ARE TRADE-OFFS TO CONSIDER BETWEEN INNOVATIVENESS AND WIDESPREAD USAGE WHEN SELECTING SPECIFIC CURRICULA

  15. DEVELOPER’S CHOICES • DIMENSIONS AND DEGREE AND NATURE OF INNOVATION • TOPICS/COVERAGE • INQUIRY • CONTEXTUALIZATION • TECHNOLOGY • INTEGRATION • ASSESSMENT • STRUCTURE/APPROACH

  16. NUMBER 4 • THERE ARE ALSO TRADE-OFFS TO CONSIDER BETWEEN INNOVATIVENESS, USAGE, AND FIDELITY TO DESIGN

  17. NUMBER 3 • CURRICULUM “IMPLEMENTATION” IS A PROCESS REQUIRING LONG-TERM STEADY WORK

  18. “IMPLEMENTATION”COMES FROM THE LATIN“IM+PLENARE” … TO FILL IN

  19. The Nature and Stages of Curricular Work High Fidelity and High Quality Usage of Materials System support for and wide Spread Usage of Materials Increasing cost, complexity,time, expertise Selection and Adoption of Materials Awareness of and Interest in Materials Development of High Quality Materials

  20. NUMBER 2 • WELL-DESIGNED CURRICULUM IS A NECESSARY…BUT NOT SUFFICIENT CONDITION FOR ACHIEVING HIGH QUALITY INSTRUCTION…

  21. The Foundations of Student Achievement STUDENT ACHIEVEMENT HIGH QUALITY INSTRUCTION INSTRUCTIONAL INFRASTRUCTURE IMPROVEMENT INFRASTRUCTURE

  22. The Instructional Infrastructure Well – Designed Curriculum and Instructional Materials Competent And Well-prepared Teachers Appropriate, Well-designed Assessments Supportive Policies Safe and Sane Environment Financial Support

  23. The Requisite Curricular Capacities of Schools and Districts • Vision • Of teaching and learning • Of “curriculum” • Of a curricular change process • Leadership Expertise • in math/science • In curricular implementation • In all aspects of reform • Materials and Resources • Professional Development Capacities • Finances • Support Systems

  24. NUMBER 1 • THE DRIVING VISION AND MOTIVATION FOR CURRICULAR REFORM… MUST RESIDE IN A DEEP PERSONAL COMMITMENT TO IMPROVING FOR ALL STUDENTS… THE QUALITY OF THE OPPORTUNITY TO LEARN MATHEMATICS…

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