The effects of content organization and curriculum implementation on students' mathematics Learning in second-year high school courses

Tarr J.E.; Grouws D.A.; Chávez ó.; Soria V.

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The effects of content organization and curriculum implementation on students' mathematics Learning in second-year high school courses

机译：内容组织和课程实施对高中二年级学生数学学习的影响

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We examined curricular effectiveness in high schools that offered parallel paths in which students were free to study mathematics using 1 of 2 content organizational structures,an integrated approach or a (traditional) subject-specific approach. The study involved 3,258 high school students, enrolled in either Course 2 or Geometry, in 11 schools in 5 geographically dispersed states. We constructed 3-level hierarchical linear models of scores on 3 end-of-year outcome measures: a test of common objectives,an assessment of problem solving and reasoning, and a standardized achievement test. Students in the integrated curriculum scored significantly higher than those in the subject-specific curriculum on the standardized achievement test. Significant student-level predictors included prior achievement,gender,and ethnicity. At the teacher level, in addition to Curriculum Type, the Opportunity to Leam and Classroom Learning Environment factors demonstrated significant power in predicting student scores, whereas Implementation Fidelity, Teacher Experience,and Professional Development were not significant predictors.

机译：我们研究了高中的课程有效性，这些高中提供了平行的途径，学生可以使用2种内容组织结构中的1种，综合方法或（传统）主题方法自由地学习数学。该研究涉及5258个地理分布州的11所学校中的3258名高中学生，他们选择了课程2或几何。我们在3种年终结果测度上构建了3级分层线性评分模型：共同目标测试，问题解决和推理评估以及标准化成绩测试。综合课程的学生在标准化成绩测试中的得分显着高于特定学科课程的学生。学生水平的重要预测指标包括先前的成就，性别和种族。在教师一级，除了课程类型外，学习机会和课堂学习环境因素在预测学生成绩方面也显示出显着的力量，而实施忠诚度，教师经验和专业发展并不是显着的预测因素。

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《Journal for research in mathematics education》 |2013年第4期|共45页
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Tarr J.E.; Grouws D.A.; Chávez ó.; Soria V.;
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正文语种 eng
中图分类数学;
关键词
Curricular effectiveness; Curriculum; HLM; Integrated curriculum; Secondary mathematics;

机译：课程有效性;课程;HLM;综合课程;中学数学;

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1. The effects of content organization and curriculum implementation on students' mathematics Learning in second-year high school courses [J] . Tarr J.E., Grouws D.A., Chávez ó., Journal for research in mathematics education . 2013,第4期

机译：内容组织和课程实施对高中二年级学生数学学习的影响
2. Curriculum and implementation effects on high school students' mathematics learning from curricula representing Subject-specific and integrated content organizations [J] . Grouws D.A., Tarr J.E., Chávez ó., Journal for research in mathematics education . 2013,第2期

机译：课程和实施对高中学生数学学习的影响（代表特定学科和综合内容组织的课程）
3. Curriculum and implementation effects on high school students' mathematics learning from curricula representing Subject-specific and integrated content organizations [J] . Grouws D.A., Tarr J.E., Chávez ó., Journal for research in mathematics education . 2013,第2期

机译：课程和实施对高中学生数学学习的影响（代表特定学科和综合内容组织的课程）
4. Comparing students' mathematics achievement by their school types: Inclusive STEM schools that implemented PLTW curriculum with inclusive STEM schools that did not implement PLTW [C] . Bicer Ali, Boedeker Peter, Kopparla Mahati, IEEE Frontiers in Education Conference . 2015

机译：按学校类型比较学生的数学成绩：实施PLTW课程的全纳STEM学校与未实施PLTW的全纳STEM学校
5. Supporting Hispanic high school students in academic mathematics content courses: Effects of an in -school tutoring program on achievement in and attitude towards mathematics [D] . Logan, Constance K. 2007

机译：在学术数学内容课程中支持西班牙裔高中生：在学校辅导计划对数学的成就和态度的影响
6. The effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors’ learning and retention of social studies content [O] . Deborah K. Reed, Elizabeth Swanson, Yaacov Petscher, -1

机译：教师朗读和学生默读对主要双语高中生学习和保留社会学习内容的影响
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The effects of content organization and curriculum implementation on students' mathematics Learning in second-year high school courses

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