Stein & Kaufman (2010) - Revision history

imported>Raymond Johnson: formatting

2015-05-06T01:06:37Z

formatting

← Older revision		Revision as of 01:06, 6 May 2015
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	{{Title\|Selecting and Supporting the Use of Mathematics Curricula at Scale}}		{{Title\|Selecting and Supporting the Use of Mathematics Curricula at Scale}}
	__NOTOC__		__NOTOC__
	~~The article ''Selecting and Supporting the Use of Mathematics Curricula at Scale'' was written by~~ [[Mary Kay Stein]] and [[Julia Kaufman]] ~~and published in the ''~~[[American Educational Research Journal]]~~'' in~~ 2010~~. The article is available from Sage Publications at~~ http://aer.sagepub.com/content/47/3/663.		* Authors: [[Mary Kay Stein]] and [[Julia Kaufman]]
			* Journal: [[American Educational Research Journal]]
			* Year: 2010
			* Source: http://aer.sagepub.com/content/47/3/663

	== Abstract ==		== Abstract ==

	This article begins to unravel the question, "What curricular materials work best under what kinds of conditions?" The authors address this question from the point of view of teachers and their ability to implement mathematics curricula that place varying demands and provide varying levels of support for their learning. Specifically, the authors focus on how teacher capacity (their level of education, experience, and knowledge) and their use of curriculum influence instruction. The study sample is 48 teachers implementing two standards-based mathematics curricula—''Everyday Mathematics'' and ''Investigations''—in two school districts. The data include interviews and surveys with teachers, as well as observations of instruction, over a 2-year period. Findings indicate that teachers' implementation of ''Investigations'' was considerably better than teachers' implementation of ''Everyday Mathematics'' in terms of maintaining high levels of cognitive demand, attention to student thinking, and mathematical reasoning. These implementation measures were not correlated to measures of teacher capacity across school districts. However, implementation measures were significantly correlated with teachers' lesson preparation that took into account the big mathematical ideas within curriculum. Further qualitative analysis indicated that the ''Investigations'' curriculum provided more support to teachers for locating and understanding the big mathematical ideas within lessons compared to ''Everyday Mathematics''.		This article begins to unravel the question, "What curricular materials work best under what kinds of conditions?" The authors address this question from the point of view of teachers and their ability to implement mathematics curricula that place varying demands and provide varying levels of support for their learning. Specifically, the authors focus on how teacher capacity (their level of education, experience, and knowledge) and their use of curriculum influence instruction. The study sample is 48 teachers implementing two standards-based mathematics curricula—''Everyday Mathematics'' and ''Investigations''—in two school districts. The data include interviews and surveys with teachers, as well as observations of instruction, over a 2-year period. Findings indicate that teachers' implementation of ''Investigations'' was considerably better than teachers' implementation of ''Everyday Mathematics'' in terms of maintaining high levels of cognitive demand, attention to student thinking, and mathematical reasoning. These implementation measures were not correlated to measures of teacher capacity across school districts. However, implementation measures were significantly correlated with teachers' lesson preparation that took into account the big mathematical ideas within curriculum. Further qualitative analysis indicated that the ''Investigations'' curriculum provided more support to teachers for locating and understanding the big mathematical ideas within lessons compared to ''Everyday Mathematics''.

	== Outline of Headings ==		== Outline of Headings ==

	* High-Quality Implementation and the Factors That Shape It		* High-Quality Implementation and the Factors That Shape It
	** What Constitutes a High-Quality Lesson?		** What Constitutes a High-Quality Lesson?
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	* Summary and Conclusions		* Summary and Conclusions

	== ~~Also~~ ==		==Corrolary==
			;APA
	~~===~~ APA ~~===~~		: Stein, M. K., & Kaufman, J. H. (2010). Selecting and supporting the use of mathematics curricula at scale. ''American Educational Research Journal'', 47(3), 663–693. doi:10.3102/0002831209361210
			;BibTeX
	Stein, M. K., & Kaufman, J. H. (2010). Selecting and supporting the use of mathematics curricula at scale. ''American Educational Research Journal'', 47(3), 663–693. doi:10.3102/0002831209361210

	~~===~~ BibTeX ~~===~~

	<pre>		<pre>
	@article{Stein2010,		@article{Stein2010,
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	}		}
	</pre>		</pre>

	[[Category:Journal Articles]]		[[Category:Journal Articles]]
	[[Category:American Educational Research Journal]]		[[Category:American Educational Research Journal]]

imported>Raymond Johnson: used Title template

2013-11-01T04:58:51Z

used Title template

← Older revision		Revision as of 04:58, 1 November 2013
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	~~<span style="font-size: large">''~~Selecting and Supporting the Use of Mathematics Curricula at Scale~~''</span>~~		{{Title\|Selecting and Supporting the Use of Mathematics Curricula at Scale}}
	__NOTOC__		__NOTOC__
	The article ''Selecting and Supporting the Use of Mathematics Curricula at Scale'' was written by [[Mary Kay Stein]] and [[Julia Kaufman]] and published in the ''[[American Educational Research Journal]]'' in 2010. The article is available from Sage Publications at http://aer.sagepub.com/content/47/3/663.		The article ''Selecting and Supporting the Use of Mathematics Curricula at Scale'' was written by [[Mary Kay Stein]] and [[Julia Kaufman]] and published in the ''[[American Educational Research Journal]]'' in 2010. The article is available from Sage Publications at http://aer.sagepub.com/content/47/3/663.

imported>Raymond Johnson: title, notoc, outline, categories

2013-11-01T04:54:12Z

title, notoc, outline, categories

@@ Line 1: / Line 1: @@
-The article ''Selecting and Supporting the Use of Mathematics Curricula at Scale'' was written by [[Mary Kay Stein]] and [[Julia Kaufman]] and published in the [[American Educational Research Journal]] in 2010. The article is available from Sage Publications at [http://aer.sagepub.com/content/47/3/663 http://aer.sagepub.com/content/47/3/663].
+<span style="font-size: large">''Selecting and Supporting the Use of Mathematics Curricula at Scale''</span>
 == Abstract ==
 This article begins to unravel the question, "What curricular materials work best under what kinds of conditions?" The authors address this question from the point of view of teachers and their ability to implement mathematics curricula that place varying demands and provide varying levels of support for their learning. Specifically, the authors focus on how teacher capacity (their level of education, experience, and knowledge) and their use of curriculum influence instruction. The study sample is 48 teachers implementing two standards-based mathematics curricula&mdash;''Everyday Mathematics'' and ''Investigations''&mdash;in two school districts. The data include interviews and surveys with teachers, as well as observations of instruction, over a 2-year period. Findings indicate that teachers' implementation of ''Investigations'' was considerably better than teachers' implementation of ''Everyday Mathematics'' in terms of maintaining high levels of cognitive demand, attention to student thinking, and mathematical reasoning. These implementation measures were not correlated to measures of teacher capacity across school districts. However, implementation measures were significantly correlated with teachers' lesson preparation that took into account the big mathematical ideas within curriculum. Further qualitative analysis indicated that the ''Investigations'' curriculum provided more support to teachers for locating and understanding the big mathematical ideas within lessons compared to ''Everyday Mathematics''.
-== Detailed Summary of ''Selecting and Supporting the Use of Mathematics Curricula at Scale'' ==
+== Outline of Headings ==
-=== High-Quality Implementation and the Factors That Shape It ===
+* High-Quality Implementation and the Factors That Shape It
-==== What Constitutes a High-Quality Lesson? ====
+== Also ==
 === APA ===
-Stein, M. K., & Kaufman, J. H. (2010). Selecting and supporting the use of mathematics curricula at scale. American Educational Research Journal, 47(3), 663–693. doi:10.3102/0002831209361210
+Stein, M. K., & Kaufman, J. H. (2010). Selecting and supporting the use of mathematics curricula at scale. ''American Educational Research Journal'', 47(3), 663–693. doi:10.3102/0002831209361210
 === BibTeX ===
@@ Line 45: / Line 33: @@
 <pre>
 @article{Stein2010,
 author = {Stein, Mary Kay and Kaufman, Julia H.},
 doi = {10.3102/0002831209361210},
@@ Line 59: / Line 46: @@
 </pre>
-[[Category:Articles]]
+[[Category:Journal Articles]]
 [[Category:Curriculum Use]]

imported>Raymond Johnson: Created page with "The article ''Selecting and Supporting the Use of Mathematics Curricula at Scale'' was written by Mary Kay Stein and Julia Kaufman and published in the American Educ..."

2013-10-20T19:52:05Z

Created page with "The article ''Selecting and Supporting the Use of Mathematics Curricula at Scale'' was written by Mary Kay Stein and Julia Kaufman and published in the American Educ..."

New page

The article ''Selecting and Supporting the Use of Mathematics Curricula at Scale'' was written by [[Mary Kay Stein]] and [[Julia Kaufman]] and published in the [[American Educational Research Journal]] in 2010. The article is available from Sage Publications at [http://aer.sagepub.com/content/47/3/663 http://aer.sagepub.com/content/47/3/663].

== Abstract ==

<blockquote>
This article begins to unravel the question, "What curricular materials work best under what kinds of conditions?" The authors address this question from the point of view of teachers and their ability to implement mathematics curricula that place varying demands and provide varying levels of support for their learning. Specifically, the authors focus on how teacher capacity (their level of education, experience, and knowledge) and their use of curriculum influence instruction. The study sample is 48 teachers implementing two standards-based mathematics curricula—''Everyday Mathematics'' and ''Investigations''—in two school districts. The data include interviews and surveys with teachers, as well as observations of instruction, over a 2-year period. Findings indicate that teachers' implementation of ''Investigations'' was considerably better than teachers' implementation of ''Everyday Mathematics'' in terms of maintaining high levels of cognitive demand, attention to student thinking, and mathematical reasoning. These implementation measures were not correlated to measures of teacher capacity across school districts. However, implementation measures were significantly correlated with teachers' lesson preparation that took into account the big mathematical ideas within curriculum. Further qualitative analysis indicated that the ''Investigations'' curriculum provided more support to teachers for locating and understanding the big mathematical ideas within lessons compared to ''Everyday Mathematics''.
</blockquote>

== Detailed Summary of ''Selecting and Supporting the Use of Mathematics Curricula at Scale'' ==

=== High-Quality Implementation and the Factors That Shape It ===

==== What Constitutes a High-Quality Lesson? ====

==== What Factors Shape Implementation Quality? ====

=== Methods ===

==== Setting ====

==== Data Sources ====

==== Analysis Procedures ====

=== Results ===

==== Quality of Implementation ====

==== Teacher Capacity and Use of Curricula ====

==== The Relationship Between Implementation Quality and Variables Measuring Teacher Capacity and Use of Curriculum ====

==== The Relationship Between Curricular Materials and Teachers' Patterns of Use ====

=== Summary and Conclusions ===

== About ==

=== APA ===

Stein, M. K., & Kaufman, J. H. (2010). Selecting and supporting the use of mathematics curricula at scale. American Educational Research Journal, 47(3), 663–693. doi:10.3102/0002831209361210

=== BibTeX ===

<pre>
@article{Stein2010,
abstract = {This article begins to unravel the question, “What curricular materials work best under what kinds of conditions?” The authors address this question from the point of view of teachers and their ability to implement mathematics curricula that place varying demands and provide varying levels of support for their learning. Specifically, the authors focus on how teacher capacity (their level of education, experience, and knowledge) and their use of curriculum influence instruction. The study sample is 48 teachers implementing two standards-based mathematics curricula—Everyday Mathematics and Investigations—in two school districts. The data include interviews and surveys with teachers, as well as observations of instruction, over a 2-year period. Findings indicate that teachers' implementation of Investigations was considerably better than teachers' implementation of Everyday Mathematics in terms of maintaining high levels of cognitive demand, attention to student thinking, and mathematical reasoning. These implementation measures were not correlated to measures of teacher capacity across school districts. However, implementation measures were significantly correlated with teachers' lesson preparation that took into account the big mathematical ideas within curriculum. Further qualitative analysis indicated that the Investigations curriculum provided more support to teachers for locating and understanding the big mathematical ideas within lessons compared to Everyday Mathematics.},
author = {Stein, Mary Kay and Kaufman, Julia H.},
doi = {10.3102/0002831209361210},
journal = {American Educational Research Journal},
keywords = {curriculum,educational reform,instructional practices,longitudinal studies,mathematics education,teacher knowledge},
number = {3},
pages = {663--693},
title = {{Selecting and supporting the use of mathematics curricula at scale}},
url = {http://aer.sagepub.com/content/47/3/663},
volume = {47},
year = {2010}
}
</pre>

[[Category:Articles]]
[[Category:Curriculum Use]]