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The formalized processes districts use to evaluate mathematics textbooks
Journal of Curriculum Studies ( IF 2.175 ) Pub Date : 2020-04-15 , DOI: 10.1080/00220272.2020.1747116
Morgan S. Polikoff 1 , Shauna E. Campbell 1 , Sarah Rabovsky 1 , Cory Koedel 2 , Quynh Tien Le 3 , Tenice Hardaway 1 , Hovanes Gasparian 4
Affiliation  

ABSTRACT Textbooks are a widely used educational intervention that can affect student achievement, and the marginal cost of choosing a more effective textbook is typically small. However, we know little about how textbooks get from the publisher to the classroom. The purpose of this paper is to investigate the ways mathematics textbook adoption practices vary and predict adoption decisions. We use interviews with district leaders in a stratified random sample of 34 California school districts. We find isomorphic, highly formalized adoption processes in most districts. However, we observe some differences along dimensions of district size, technological interest/infrastructure, and English learner concentration. We recommend states produce and update lists of high-quality materials early and often, and that they use a highly rigorous evaluation process. We also recommend states experiment with encouraging similar districts to partner on textbook evaluation and adoption to respond to district demands for information and capacity building around curricula.

中文翻译:

学区用于评估数学教科书的正式程序

摘要 教科书是一种广泛使用的教育干预措施,可以影响学生的成绩,选择更有效的教科书的边际成本通常很小。然而,我们对教科书如何从出版商到课堂知之甚少。本文的目的是调查数学教科书采用实践的变化方式并预测采用决策。我们在 34 个加州学区的分层随机样本中对地区领导进行了访谈。我们在大多数地区发现了同构的、高度正式的采用过程。然而,我们观察到在地区规模、技术兴趣/基础设施和英语学习者集中度方面存在一些差异。我们建议各州尽早并经常更新高质量材料清单,并且他们使用非常严格的评估过程。我们还建议各州尝试鼓励类似地区在教科书评估和采用方面进行合作,以响应地区对课程信息和能力建设的需求。
更新日期:2020-04-15
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