Difference between revisions of "Stein, Remillard, & Smith (2007)"
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Within curriculum research, care is typically taken to describe differences in curriculum: | Within curriculum research, care is typically taken to describe differences in curriculum: | ||
* ''Formal'' [[Doyle (1992)|(Doyle, 1992)]] | * ''Written'' ([[Remillard (1999)|Remillard, 1999]]; [[Stein, Grover, & Henningsen (1996)|Stein, Grover, & Henningsen, 1996]]) curriculum refers to curriculum as it exists on the printed page, or the goals and activities described by textbooks and policy documents. This is also known as the ''Formal'' [[Doyle (1992)|(Doyle, 1992)]], ''planned'' [[Gehrke, Knapp, & Sirotnik (1992)|(Gehrke, Knapp, & Sirotnik, 1992)]], ''institutional'', or ''intended'' curriculum. | ||
* ''Enacted'' [[Gehrke et al. (1992)| | * ''Intended'' ([[Remillard (1999)|Remillard, 1999]]; [[Stein, Grover, & Henningsen (1996)|Stein, Grover, & Henningsen, 1996]]) curriculum refers to the teachers' plans for instruction, which may differ from the written curriculum. | ||
* ''Experienced'' [[Gehrke et al. (1992)|(Gehrke, Knapp, & Sirotnik, 1992)]] or ''attained'' [[Valverde, Bianchi, Wolfe, Schmidt, & Houang (2002)|(Valverde, Bianchi, Wolfe, Schmidt, & Houang, 2002)]] curriculum describes the impact the enacted curriculum has on students. | * ''Enacted'' ([[Gehrke et al. (1992)|Gehrke, Knapp, & Sirotnik, 1992]]; [[Remillard (1999)|Remillard, 1999]]; [[Stein, Grover, & Henningsen (1996)|Stein, Grover, & Henningsen, 1996]]) curriculum refers to the curriculum implemented in classrooms. | ||
* ''Experienced'' [[Gehrke et al. (1992)|(Gehrke, Knapp, & Sirotnik, 1992)]] or ''attained'' [[Valverde, Bianchi, Wolfe, Schmidt, & Houang (2002)|(Valverde, Bianchi, Wolfe, Schmidt, & Houang, 2002)]] curriculum describes the impact the enacted curriculum has on students. Stein, Remillard, & Smith simply refer to this as ''student learning''. | |||
==== Curriculum Materials: An Evolving Concept ==== | ==== Curriculum Materials: An Evolving Concept ==== |
Revision as of 00:12, 19 July 2013
Handbook chapter from the Second handbook of research on mathematics teaching and learning by Mary Kay Stein, Janine Remillard, and Margaret Smith.
Detailed Chapter Summary
Stein, Remillard, and Smith open their chapter with comments on the growth of research in the area of curriculum use. The 1992 NCTM Handbook did not include a chapter on this topic, but the emergence of new curricula following the 1989 NCTM Standards spurred a greater research interest in curricula and how they influence student learning. Also, the Child Left Behind requirement that federal funds only be spent on effective curricular materials drove curriculum developers to prove their materials had a positive effect on student learning.
Conceptual Issues, Definitions, and Boundaries
Multiple Meanings of Curriculum
Stein, Remillard, and Smith define curriculum as "the substance or content of teaching and learning (as distinguished from the 'how' of teaching)" (p. 321). They recognize, however, that curriculum is frequently used to describe a prescribed set of materials or content expectations described by policy documents or frameworks.
Within curriculum research, care is typically taken to describe differences in curriculum:
- Written (Remillard, 1999; Stein, Grover, & Henningsen, 1996) curriculum refers to curriculum as it exists on the printed page, or the goals and activities described by textbooks and policy documents. This is also known as the Formal (Doyle, 1992), planned (Gehrke, Knapp, & Sirotnik, 1992), institutional, or intended curriculum.
- Intended (Remillard, 1999; Stein, Grover, & Henningsen, 1996) curriculum refers to the teachers' plans for instruction, which may differ from the written curriculum.
- Enacted (Gehrke, Knapp, & Sirotnik, 1992; Remillard, 1999; Stein, Grover, & Henningsen, 1996) curriculum refers to the curriculum implemented in classrooms.
- Experienced (Gehrke, Knapp, & Sirotnik, 1992) or attained (Valverde, Bianchi, Wolfe, Schmidt, & Houang, 2002) curriculum describes the impact the enacted curriculum has on students. Stein, Remillard, & Smith simply refer to this as student learning.
Curriculum Materials: An Evolving Concept
Literature Selection and Boundaries of this Review
Section One: Research on Curriculum Materials and Student Learning
Research on Content of Curriculum Materials
What Content is Covered?
How is Content Presented?
The Support of Teacher Learning
Examination of Student Learning from Mathematics Curriculum Materials
Comparative Studies Conducted by External Researchers
Section Two: How Teachers Engage With and Interpret Curricular Materials
Framing of the Relationship between Written and Intended Curriculum
Content Coverage
Components of the Curriculum
Program Philosophy
Conceptualizations of Curriculum Use
Curriculum Use as Following or Subverting
Curriculum Use as Interpretation
Curriculum Use as Participating With
Section Three: The Enactment of Curricula in Classrooms
Ways in Which Curriculum Enactment Has Been Studied
The Source and Nature of Mathematical Tasks
Setting Up and Implementing Mathematical Tasks
Investigating Processes Involved in Task Implementation
Section Four: Explaining Transformations Within and Between Different Phases of Curriculum Use
The Teacher Matters
Beliefs and Knowledge
Orientation
Professional Identity
Students Matter
The Context Matters
Time
Local Cultures
Teacher Support
The Curriculum Matters
Conventional versus Standards-based Curricula
Curriculum Features
Educative Curriculum
Section Five: How the Enacted Curriculum Influences Student Learning
Summary and Conclusions
Curricula Differ in Significant Ways
These Differences Impact Student Learning
No Curriculum is Self-Enacting
Standards-Based Curricula are Challenging to Enact as Well
The Success of Standards-Based Curricula is Influenced by Multiple Factors
END
Metadata
APA
Stein, M. K., Remillard, J. T., & Smith, M. S. (2007). How curriculum influences student learning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 319–369). Charlotte, NC: Information Age.
BibTeX
@incollection{Stein2007, address = {Charlotte, NC}, author = {Stein, Mary Kay and Remillard, Janine T. and Smith, Margaret Schwan}, booktitle = {Second handbook of research on mathematics teaching and learning}, chapter = {8}, editor = {Lester, Frank K.}, pages = {319--369}, publisher = {Information Age}, title = {{How curriculum influences student learning}}, year = {2007} }