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Suggested Citation:"References." National Research Council. 2004. On Evaluating Curricular Effectiveness: Judging the Quality of K-12 Mathematics Evaluations. Washington, DC: The National Academies Press. doi: 10.17226/11025.
×

References

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Suggested Citation:"References." National Research Council. 2004. On Evaluating Curricular Effectiveness: Judging the Quality of K-12 Mathematics Evaluations. Washington, DC: The National Academies Press. doi: 10.17226/11025.
×

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Suggested Citation:"References." National Research Council. 2004. On Evaluating Curricular Effectiveness: Judging the Quality of K-12 Mathematics Evaluations. Washington, DC: The National Academies Press. doi: 10.17226/11025.
×

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Suggested Citation:"References." National Research Council. 2004. On Evaluating Curricular Effectiveness: Judging the Quality of K-12 Mathematics Evaluations. Washington, DC: The National Academies Press. doi: 10.17226/11025.
×

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Suggested Citation:"References." National Research Council. 2004. On Evaluating Curricular Effectiveness: Judging the Quality of K-12 Mathematics Evaluations. Washington, DC: The National Academies Press. doi: 10.17226/11025.
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Shafer, M. C. (in press). Expanding classroom practices. In T. A. Romberg (Ed.), Insight stories: Assessing middle school mathematics. New York: Teachers College Press.

Souhrada, T. A. (2001). Secondary school mathematics in transition: A comparative study of mathematics curricula and student results. Unpublished doctoral dissertation, University of Montana.


Thompson, D. R., Senk, S. L., Witonsky, D., Usiskin, Z., and Kaeley, G. (2001). An evaluation of the second edition of UCSMP advanced algebra. (Unpublished manuscript).

Thompson, D. R., Witonsky, D., Senk, S. L., Usiskin, Z., and Kaeley, G. (2003). An evaluation of the second edition of UCSMP geometry. (Unpublished manuscript).


U.S. Department of Education. (2001). No Child Left Behind Act of 2001. Available: http://www.ed.gov/legislation/ESEA02/107-110.pdf [11/18/03].

Usiskin, Z. (1997). The evaluation of new curricula. (Unpublished manuscript).


Walker, R. K. (1999). Students’ conceptions of mathematics and the transition from a standards-based reform curriculum to college mathematics. Unpublished doctoral dissertation, Western Michigan University.

Wasman, D. (2000). An investigation of algebraic reasoning of seventh- and eighth-grade students who have studied from the Connected Mathematics curriculum. Unpublished doctoral dissertation, University of Missouri, Columbia.

Webb, N. L., and Dowling, M. (1995a). Impact of the Interactive Mathematics Program on the retention of underrepresented students: Class of 1993 transcript report for school 1, Brooks High School. Project Report 95-3. Madison: University of Wisconsin–Madison, Wisconsin Center for Education Research.

Suggested Citation:"References." National Research Council. 2004. On Evaluating Curricular Effectiveness: Judging the Quality of K-12 Mathematics Evaluations. Washington, DC: The National Academies Press. doi: 10.17226/11025.
×

Webb, N. L., and Dowling, M. (1995b). Impact of the Interactive Mathematics Program on the retention of underrepresented students: Class of 1993 transcript report for school 2, Hill High School. Project Report 95-4. Madison: University of Wisconsin–Madison, Wisconsin Center for Education Research.

Webb, N. L., and Dowling, M. (1995c). Impact of the Interactive Mathematics Program on the retention of underrepresented students: Class of 1993 transcript report for school 3, Valley High School. Project Report 95-5. Madison: University of Wisconsin–Madison, Wisconsin Center for Education Research.

White, P., Gamoran, A., and Smithson, J. (1995). Math innovations and student achievement in seven high schools in California and New York. Madison: Consortium for Policy Research (CPRE) and Wisconsin Center for Education Research, School of Education, University of Wisconsin–Madison.


Zahrt, L. T. (2001). High school reform math programs: An evaluation for leaders. Unpublished doctoral dissertation, Eastern Michigan University.

CHAPTER 6

Baxter, J., Woodward, J., and Olson, D. (2001). Effects of reform-based mathematics instruction on low-achievers in five third-grade classrooms. The Elementary School Journal, 101(5), 529-547.

Bay, J. M. (1999). Middle school mathematics curriculum implementation: The dynamics of change as teachers introduce and use standards-based curricula. Unpublished doctoral dissertation, University of Missouri, Columbia.

Bickman, L. (1987). Using program theory in evaluation. San Francisco: Jossey-Bass.


Campbell, D. T. (1994). Foreword. In R. K. Yin (Ed.), Case study research: Design and methods (2nd ed., pp. ix-xi). Thousand Oaks, CA: Sage.

Carroll, W. M., and Isaacs, A. (2002). Achievement of students using the University of Chicago School Mathematics Project’s Everyday Mathematics. In S. L. Senk and D. R. Thompson (Eds.), Standards-oriented school mathematics curricula: What are they? What do students learn? (pp. 79-108). Mahwah, NJ: Lawrence Erlbaum Associates.

Cobb, P., Boufi, A., McClain, K., and Whitenack, J. (1997). Reflective discourse and collective reflection. Journal for Research in Mathematics Education, 28(3), 258-277.

Cobb, P., Wood, T., Yackel, E., Nicholls, J., Wheatley, G., and Trigatti, B. (1991). Assessment of a problem-centered second grade mathematics project. Journal for Research in Mathematics Education, 22(2), 3-29.

Collins, A. M. (2002). What happens to student learning in mathematics when a multi-faceted, long-term professional development model to support standards-based curricula is implemented in an environment of high stakes testing? Unpublished doctoral dissertation, Boston College, Boston, MA.


Dapples, B. C. (1994). Teacher-student interactions in SIMMS and non-SIMMS mathematics classrooms. Unpublished doctoral dissertation, Montana State University.

de Groot, C. (2000). Three female voices: The transition to high school mathematics from a reform middle school mathematics program. Unpublished doctoral dissertation, New York University.


Easley, J. A. Jr. (1977). On clinical studies in mathematics education. Washington, DC: U.S. Department of Education. Available: ERIC #: ED146015 [11/20/03].


Fuson, K. C., Diamond, A., and Fraivillig, J. L. (Unknown). Implementation of reform norms in Everyday Mathematics classrooms. (Unpublished manuscript).


Greeno, J., and Goldman, S. (1998). Thinking practices in mathematics and science learning. Mahwah, NJ: Lawrence Erlbaum Associates.

Suggested Citation:"References." National Research Council. 2004. On Evaluating Curricular Effectiveness: Judging the Quality of K-12 Mathematics Evaluations. Washington, DC: The National Academies Press. doi: 10.17226/11025.
×

Herbel-Eisenmann, B. (2000). How discourse structures norms: A tale of two middle school mathematics classrooms. Unpublished doctoral dissertation, Michigan State University, East Lansing, MI.

Hetherington, R. A. (2000). Taking collegial responsibility for implementation of standards-based curriculum: A one-year study of six secondary school teachers. Unpublished doctoral dissertation, Michigan State University.


Keiser, J., and Lambdin, D. (2001). The clock is ticking: Time constraint issues in mathematics teaching reform. The Journal of Educational Research, 90(1), 23-31.

Kett, J. R. (1997). A portrait of assessment in mathematics reform classrooms. Unpublished doctoral dissertation, Western Michigan University.

Kramer, S., and Keller, R. (2003). Tale of synergy: The joint impact of 4 × 4 block scheduling and an NCTM standards-based curriculum on high school mathematics achievement (DRAFT). (Unpublished manuscript).


Lehrer, R., Jacobson, C., Kemeny, V., and Strom, D. (1999). Building on children’s intuitions to develop mathematical understanding of space. In E. Fennema and T. Romberg (Eds.), Mathematics classrooms that promote understanding (pp. 63-87). Mahwah, NJ: Lawrence Erlbaum Associates.

Lott, J. W., Hirstein, J., Allinger, G., Walen, S., Burke, M., Lundin, M., Souhrada, T., and Preble, D. (2002). Curriculum and assessment in SIMMS Integrated Mathematics. In S. L. Senk and D. R. Thompson (Eds.), Standards-oriented school mathematics curricula: What are they? What do students learn? (pp. 399-423). Mahway, NJ: Lawrence Erlbaum Associates.

Lubienski, S. T. (2000). Problem solving as a means toward mathematics for all: An exploratory look through a class lens. Journal for Research in Mathematics Education, 31(4), 454-482.


Manouchehri, A., and Goodman, T. (1998). Mathematics curriculum reform and teachers: Understanding the connections. The Journal of Educational Research, 92(1), 27-41.

Manouchehri, A., and Goodman, T. (2000). Implementing mathematics reform: The challenge within. Educational Studies in Mathematics, 42, 1-34.

Murphy, L. (1998). Learning and affective issues among higher- and lower-achieving third-grade students in math reform classrooms: Perspectives of children, parents, and teachers. Unpublished doctoral dissertation, Northwestern University.


National Research Council. (2002). Scientific research in education. Committee on Scientific Principles for Education Research. R. J. Shavelson and L. Towne (Eds.). Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

Nicholls, J., Cobb, P., Wood, T., Yackel, E., and Ptashnick, M. (1990). Dimension of success in mathematics: Individual and classroom differences. Journal for Research in Mathematics Education, 21, 109-122.


Romberg, T. A. (1997). Mathematics in context: Impact on teachers. In E. Fennema and B. S. Nelson (Eds.), Mathematics teachers in transition (pp. 357-380). Mahwah, NJ: Lawrence Erlbaum Associates.


Schoen, H. L., Finn, K. F., Griffin, S. F., and Fi, C. (2003). Teacher variables that relate to student achievement in a standards-oriented curriculum. Journal for Research in Mathematics Education, 34(3), 228-259.

Senk, S., and Thompson, D. (2002). Standards-based school mathematics curricula: What are they? What do students learn? Mahwah, NJ: Lawrence Erlbaum Associates.

Shafer, M. C. (in press). Expanding classroom practices. In T. A. Romberg (Ed.), Insight stories: Assessing middle school mathematics. New York: Teachers College Press.

Smith, S. Z. (1998). Impact of curriculum reform on a teacher’s conception of mathematics. Unpublished doctoral dissertation, University of Wisconsin, Madison.

Suggested Citation:"References." National Research Council. 2004. On Evaluating Curricular Effectiveness: Judging the Quality of K-12 Mathematics Evaluations. Washington, DC: The National Academies Press. doi: 10.17226/11025.
×

Thompson, A. G., Philipp, R. A., Thompson, P. W., and Boyd, B. A. (1994). Calculational and conceptional orientations in teaching mathematics. In A. Coxford (Ed.), 1994 yearbook of the NCTM (pp. 79-92). Reston, VA: National Council of Teachers of Mathematics.


Woodward, J., and Baxter, J. (1997). The effects of an innovative approach to mathematics on academically low-achieving students in inclusive settings. Exceptional Children, 63(3), 373-388.


Yackel, E., and Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4), 458-476.

CHAPTER 7

National Council of Teachers of Mathematics. (2000). Principals and standards for school mathematics. Reston, VA: Author.

National Research Council. (2002). Scientific research in education. Committee on Scientific Principles for Education Research. R. J. Shavelson and L. Towne (Eds.). Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

Suggested Citation:"References." National Research Council. 2004. On Evaluating Curricular Effectiveness: Judging the Quality of K-12 Mathematics Evaluations. Washington, DC: The National Academies Press. doi: 10.17226/11025.
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This book reviews the evaluation research literature that has accumulated around 19 K-12 mathematics curricula and breaks new ground in framing an ambitious and rigorous approach to curriculum evaluation that has relevance beyond mathematics. The committee that produced this book consisted of mathematicians, mathematics educators, and methodologists who began with the following charge:

  • Evaluate the quality of the evaluations of the thirteen National Science Foundation (NSF)-supported and six commercially generated mathematics curriculum materials;
  • Determine whether the available data are sufficient for evaluating the efficacy of these materials, and if not;
  • Develop recommendations about the design of a project that could result in the generation of more reliable and valid data for evaluating such materials.

The committee collected, reviewed, and classified almost 700 studies, solicited expert testimony during two workshops, developed an evaluation framework, established dimensions/criteria for three methodologies (content analyses, comparative studies, and case studies), drew conclusions on the corpus of studies, and made recommendations for future research.

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