. "2 Committee Procedures and Characteristics of Studies Reviewed." On Evaluating Curricular Effectiveness: Judging the Quality of K-12 Mathematics Evaluations. Washington, DC: The National Academies Press, 2004.
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On Evaluating Curricular Effectiveness: Judging the Quality of K-12 Mathematics Evaluations
TABLE 2-4 Distribution of Author’s Background by Type of Study
Author’s Background Regarding Studies
Type of Study
Number of Studies
Internal
External
Graduate Student
Unknown
1. Comparative analysis
95
35
27
29
4
NSF-supported curricula
66
20
24
19
3
Commercially generated curricula
16
9
1
6
0
UCSMP
11
5
2
4
0
Not counted in above
2
1
0
0
1
2. Case
45
10
14
14
7
NSF-supported curricula
45
10
14
14
7
Commercially generated curricula
0
0
0
0
0
UCSMP
0
0
0
0
0
Not counted in above
0
0
0
0
0
3. Content analysis
36
16
20
0
0
NSF-supported curricula
17
6
11
0
0
Commercially generated curricula
1
0
1
0
0
UCSMP
12
10
2
0
0
Not counted in above
6
0
6
0
0
4. Synthesis
16
16
0
0
0
NSF-supported curricula
15
15
0
0
0
Commercially generated curricula
0
0
0
0
0
UCSMP
1
1
0
0
0
Not counted in above
0
0
0
0
0
TOTAL
192
77
61
43
11
Table 2-4 shows the distribution of the author’s background by type of study. Across the four types of evaluation studies reviewed, 40 percent were done by authors internal to the curriculum project studied. If the study had more than one author, the authors were considered internal if one or more were related to the project (e.g., curriculum developer, curriculum project’s evaluator, and curriculum staff). Twenty-two percent of the studies were conducted by graduate students, who may be internal to the project because often they are the curriculum developer’s graduate students who perform the research studies. Because the relationship of the graduate student to the curriculum project is not always known, it can only be definitively stated that all authors were external to the project in 32 percent of the studies. The relationship of the author to the curriculum project is unknown in 6 percent of studies.
