International Journal of Curriculum and Instruction最新文献

{"title":"Adaptation of a Knowledge-Based Instructional Intervention to Accelerate Student Learning in Science and Early Literacy in Grades 1 and 2","authors":"M. Vitale, N. Romance","doi":"10.3776/JOCI.%Y.V5I2P79-93","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V5I2P79-93","url":null,"abstract":"This study focused on accelerating the development of in-depth science for students (N = 513) in grades 1-2 as a means for enhancing reading comprehension. Using an adaptation of a grade 35 cognitive-science-based, instructional model (Science IDEAS), the study implemented daily 45 minute instructional periods emphasizing in-depth, cumulative learning of science core-concept “clusters” that provided teachers with a thematic focus for all aspects of science instruction. Results confirmed the feasibility of implementing in-depth science instruction at the primary level and showed through analysis of covariance (ANCOVA) that experimental students obtained significantly higher achievement on nationally-normed Iowa Tests of Basic Skills (ITBS) Reading and ITBS Science subtests than comparable controls. Curricular policy implications for increasing the instructional time for content-area instruction at the primary level are discussed.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"15 1","pages":"79-93"},"PeriodicalIF":0.0,"publicationDate":"2011-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87064660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating the Relationship between Elementary Teacher Mathematics Anxiety, Mathematics Instructional Practices, and Student Mathematics Achievement","authors":"Kristin M. Hadley, J. Dorward","doi":"10.3776/JOCI.2011.V5N2P27-44","DOIUrl":"https://doi.org/10.3776/JOCI.2011.V5N2P27-44","url":null,"abstract":"Many elementary teachers have been found to have high levels of Many elementary teachers have been found to have high levels of mathematics anxiety but the impact on student achievement was unknown. Elementary teachers ( N = 692) completed the modified Mathematics Anxiety Rating Scale-Revised (Hopko, 2003) along with a questionnaire probing anxiety about teaching mathematics and current mathematics instructional practices. Student mathematics achievement data were collected for the classrooms taught by the teachers. A positive relationship was found between anxiety about mathematics and anxiety about teaching mathematics. Increased student mathematics achievement was related to lower levels of anxiety about teaching mathematics, but was not related to general anxiety about mathematics. Anxiety about mathematics was positively related to more National Council of Teachers of Mathematics (NCTM) Standards-based instructional practices.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"7 1","pages":"27-44"},"PeriodicalIF":0.0,"publicationDate":"2011-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88787916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reconceptualizing Technology Integration to Meet the Necessity of Transformation","authors":"C. Dede","doi":"10.3776/JOCI.%Y.V5I1P4-16","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V5I1P4-16","url":null,"abstract":"Our society can no longer afford a labor-intensive model of education that uses expensive human resources inefficiently; this is a permanent sea change that has already happened in many other service sectors of our economy. To meet this challenge, we must reconceptualize technology integration not as automating conventional classroom processes - or even as innovating within the structure of industrial era schools - but instead as bridging to ways of teaching/learning so different that integration is no longer an accurate description. The U.S. Department of Education's 2010 National Educational Technology Plan presents an affordable, transformational vision for 21 st century education, infusing technology into every aspect of learning in school and out. In classrooms, Digital Teaching Platforms (DTP) seem a promising, scalable approach for attaining personalized instruction with large class sizes. Researchers in learning technologies should develop design-based innovations that support various aspects of the Plan and are practical at scale. Our society can no longer afford a labor-intensive model of education that uses expensive human resources inefficiently; this is a permanent sea change that has already happened in many other service sectors of our economy. To meet this challenge, we must reconceptualize technology integration not as automating conventional classroom processes – or even as innovating within the structure of industrial era schools – but instead as bridging to ways of teaching/learning so different that integration is no longer an accurate description. The U.S. Department of Education’s 2010 National Educational Technology Plan presents an affordable, transformational vision for 21 st century education, infusing technology into every aspect of learning in school and out. In classrooms, Digital Teaching Platforms (DTP) seem a promising, scalable approach for attaining personalized instruction with large class sizes. Researchers in learning technologies should develop design-based innovations that support various aspects of the Plan and are practical at scale.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"26 1","pages":"4-16"},"PeriodicalIF":0.0,"publicationDate":"2011-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85161542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preparing Students with 21st Century ICT Literacy in Math and Science Education","authors":"S. Smaldino","doi":"10.3776/JOCI.%Y.V5I1P1-3","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V5I1P1-3","url":null,"abstract":"","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"51 1","pages":"1-3"},"PeriodicalIF":0.0,"publicationDate":"2011-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81823591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Newton’s Laws to Urban Middle School Students in a College-Based Science Enrichment Program","authors":"Angela M. Kelly, Ross Kennedy-Shaffer","doi":"10.3776/JOCI.%Y.V5I1P54-67","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V5I1P54-67","url":null,"abstract":"Participation in secondary physics has been shown to be limited for underrepresented students in urban school districts. This study explores an alternative means for providing physics access for city youth through the use of a university-based Saturday enrichment program for eighth grade Latino students. During a three-week unit on Newton’s laws, students engaged in inquiry-based lessons that featured hands-on tasks, probeware with handheld sensing devices, computer simulations, iPod Touch applications, and multiple representations of mechanics concepts. Students were tested pre- and post- with a modified Force Concept Inventory. Results indicated significant gains in student understanding of Newton’s laws. Implications for physics teaching and learning in urban middle schools and informal science settings are discussed.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"63 1","pages":"54-67"},"PeriodicalIF":0.0,"publicationDate":"2011-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89680955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Discourse + Technology/Collaborative Learning = Fraction Success","authors":"C. Shea","doi":"10.3776/JOCI.%Y.V5I1P68-84","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V5I1P68-84","url":null,"abstract":"Recent national public policy addresses the need for strengthening mathematics communication and reasoning skills for elementary students. This study analyzed the effects of using podcasts to increase mathematical discourse on the fraction abilities of a sixth grade mathematics class. Students collaborated within small heterogeneous groups that completed a flow map to show steps in the process representing the sequence of a fraction problem‟s solution. Students grappled with their understanding of mathematics by turning the flow map into a radio script which was ultimately posted as a podcast on the classroom‟s website. Scores from district and school based assessments measured the growth of mathematical ability to add, subtract, and regroup mixed numbers with unlike denominators over a nine week period during the first half of the sixth grade. A paired sample t-test of the sixth grade pretest and posttest scores on a criterion-referenced assessment, revealed a statically significant difference. The use of precise mathematical vocabulary, displays of proper sequence to solve for the correct answer, and accuracy of answers increased. District created measures of progress remained consistent as the level of difficulty in the curriculum increased.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"92 1","pages":"1-58"},"PeriodicalIF":0.0,"publicationDate":"2011-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84047897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Five Steps to Success: Implementing Geospatial Technologies in the Science Classroom","authors":"R. Hagevik","doi":"10.3776/JOCI.2011.V5N1P34-53","DOIUrl":"https://doi.org/10.3776/JOCI.2011.V5N1P34-53","url":null,"abstract":"This research article presents the interpretations of three science teacher leaders and twelve participants involved in a professional development program called the 5-Step GT Program. Interviews and a questionnaire were used to construct case studies of implementation. The findings showed that the program was unique in that it was cumulative and flexible, with each step increasing in complexity, taking the participant from learning a base of computer skills and science content, to conducting community-based projects but at the teacher‟s own pace. A built-in leadership component provided a means of dissemination into the local school districts. Continuous support, geospatial technology community support, amid collaboration with scientists; and direct pedagogical instruction proved to be essential components of the program. Approaching teacher professional development from a personal teacher development perspective supported teacher confidence in using geospatial technologies in the teachers‟ classrooms.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"1 1","pages":"34-53"},"PeriodicalIF":0.0,"publicationDate":"2011-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74400329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"E-Learning Environments for Math and Science Teachers","authors":"J. Cady, Mehmet Aydeniz, Kristin T. Rearden","doi":"10.3776/JOCI.%Y.V5I1P17-33","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V5I1P17-33","url":null,"abstract":"The shortage of mathematics and science teachers, especially in rural areas, makes recruitment and retention an issue. However, online courses can provide professional development for these teachers that counteract the feeling of isolation. This article describes online courses that promote the development of learning communities and enhance the pedagogical content knowledge of participants. An emphasis is placed on the instructions, models, and curricula chosen for these courses.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"20 1","pages":"17-33"},"PeriodicalIF":0.0,"publicationDate":"2011-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85014003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Discovering Features of Web-based Algebraic Tools via Data Analysis to Support Technology Integration in Mathematics Education","authors":"Terri L. Kurz","doi":"10.3776/JOCI.%Y.V5I1P85-100","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V5I1P85-100","url":null,"abstract":"Technological tools available on the Internet can be used to support teachers’ understanding of how to teach mathematics to their students. This paper outlines a method for using algebraic tools in mathematics with teachers to help them discover features to facilitate student learning and understanding with the support of statistical software. The teachers first investigate algebraic tools and then analyze features of the tools and how they support or limit student learning. Personal Construct Theory (Kelly, 1955) is used to first help teachers create and self administer repertory grids and then generate dendrograms for cluster analysis. The model described can help others implement technology in a similar manner making use of both web-based applets and statistical software in an authentic context.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"73 1","pages":"85-100"},"PeriodicalIF":0.0,"publicationDate":"2011-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86251146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Evaluation of the Intended and Implemented Curricula’s Adherence to the NCTM Standards on the Mathematics Achievement of Third Grade Students: A Case Study","authors":"Asha K. Jitendra, C. Griffin, Y. Xin","doi":"10.3776/JOCI.%Y.V4I2P33","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V4I2P33","url":null,"abstract":"This paper describes the results of a case study evaluating the influence of the intended (textbook) and implemented curricula’s (teachers’ instructional practice) adherence to the National Council of Teachers of Mathematics’ (NCTM) Standards on student outcomes in mathematics. We collected data on 72 third-grade students from four classrooms in one elementary school. Textbook and teacher adherence to the standards were evaluated using content analysis and direct observation procedures, respectively. Student achievement and attitude toward mathematics were measured through open-ended word problem solving tests and an attitude questionnaire. Results regarding the interactions among the intended, implemented, and learned curricula suggested that the textbook used in this school might have primarily influenced student achievement and attitude toward mathematics. Findings suggest that improving student outcomes may include not only changing instructional practices but also addressing changes in textbooks employed within instructional delivery.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"53 1","pages":"33-50"},"PeriodicalIF":0.0,"publicationDate":"2010-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80105296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}