G2TT
来源类型Report
规范类型报告
DOIhttps://doi.org/10.7249/RRA134-1
来源IDRR-A134-1
How Instructional Materials Are Used and Supported in U.S. K–12 Classrooms: Findings from the 2019 American Instructional Resources Survey
Julia H. Kaufman; Sy Doan; Andrea Prado Tuma; Ashley Woo; Daniella Henry; Rebecca Ann Lawrence
发表日期2020-08-31
出版年2020
页码46
语种英语
结论

Provided curricula likely have a loose relationship with the curricula that teachers actually use and how they use it.

  • The percentage of principals who reported providing teachers with standards-aligned curricula was much higher than the percentage of teachers who reported using standards-aligned curricula for the majority of their instructional time.
  • Teachers reported using and modifying curriculum in a wide variety of ways.

Both evaluative feedback and PL were related to how teachers reported using their curriculum.

  • Most teachers reported receiving at least some evaluative feedback focused on their curriculum use; fewer reported receiving a range of PL focused on their curriculum use.
  • Science teachers reported receiving less evaluative feedback and PL focused on curriculum than mathematics and ELA teachers.
  • Teachers who reported receiving more curriculum-focused evaluative feedback, were more likely to report using a single curriculum with fewer modifications and less likely to report relying mostly on curriculum they created.

State context and school poverty level were related to teachers' curriculum use and supports.

  • State and school context were related to differences in teachers' use of standards-aligned curriculum, as well as the evaluative feedback and PL focused on curriculum that teachers reported receiving.

Evaluative feedback and helpful PL opportunities were related to student experiences, although use of a standards-aligned curriculum was not.

  • Teachers who reported a greater number of standards-aligned practices in which all their students engaged were more likely to report more curriculum-focused evaluative feedback, report helpful curriculum-focused PL opportunities, and be teachers who primarily created their own curriculum.
摘要

If a curriculum — a set of instructional materials intended as a comprehensive course of study for a particular subject and grade level — is well-aligned with state standards, it can help teachers deliver instruction that leads to students' mastery of those standards. However, most research suggests that curricula, in themselves, are not likely to change teachers' instruction because teachers use curricula in a variety of ways. Teachers likely need considerable supports to use curricula in ways that improve student learning.

,

New results from the RAND American Instructional Resources Survey (AIRS), which was fielded to a national sample of public teachers and school leaders in spring 2019, shed light on how teachers use instructional materials in their classroom. AIRS specifically focused on the curriculum and other instructional materials used by kindergarten through 12th grade teachers in English language arts, mathematics, and science, along with how teachers are supported to use curriculum and the extent to which their students are engaged in standards-aligned classroom practices.

,

The findings reveal the variety of ways in which teachers used curricula, as well as how curriculum use and supports varied among teachers in states and schools with different poverty levels. Analyses suggest that adoption of standards-aligned curricula — in itself — will not necessarily lead to more student engagement in standards-aligned classroom practices. Teachers who reported receiving more evaluative feedback and helpful professional learning (PL) on curriculum reported engagement in more standards-aligned classroom practices among all or nearly all of their students.

目录 How Instructional Materials Are Used and Supported in U.S. K–12 Classrooms: Findings from the 2019 American Instructional Resources Survey | RAND
主题Education Curriculum ; Elementary Education ; Principals ; Secondary Education ; Standards-Based Education Reform ; Teachers and Teaching
URLhttps://www.rand.org/pubs/research_reports/RRA134-1.html
来源智库RAND Corporation (United States)
引用统计
资源类型智库出版物
条目标识符http://119.78.100.153/handle/2XGU8XDN/524195
推荐引用方式
GB/T 7714
Julia H. Kaufman,Sy Doan,Andrea Prado Tuma,等. How Instructional Materials Are Used and Supported in U.S. K–12 Classrooms: Findings from the 2019 American Instructional Resources Survey. 2020.
条目包含的文件
文件名称/大小 资源类型 版本类型 开放类型 使用许可
RAND_RRA134-1.pdf(1073KB)智库出版物 限制开放CC BY-NC-SA浏览
x1626192438446.jpg.p(4KB)智库出版物 限制开放CC BY-NC-SA浏览
个性服务
推荐该条目
保存到收藏夹
导出为Endnote文件
谷歌学术
谷歌学术中相似的文章
[Julia H. Kaufman]的文章
[Sy Doan]的文章
[Andrea Prado Tuma]的文章
百度学术
百度学术中相似的文章
[Julia H. Kaufman]的文章
[Sy Doan]的文章
[Andrea Prado Tuma]的文章
必应学术
必应学术中相似的文章
[Julia H. Kaufman]的文章
[Sy Doan]的文章
[Andrea Prado Tuma]的文章
相关权益政策
暂无数据
收藏/分享
文件名: RAND_RRA134-1.pdf
格式: Adobe PDF
文件名: x1626192438446.jpg.pagespeed.ic.GRoTDmncQZ.jpg
格式: JPEG

除非特别说明,本系统中所有内容都受版权保护,并保留所有权利。