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来源类型 | Report |
规范类型 | 报告 |
DOI | https://doi.org/10.7249/RRA134-1 |
来源ID | RR-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.
Both evaluative feedback and PL were related to how teachers reported using their curriculum.
State context and school poverty level were related to teachers' curriculum use and supports.
Evaluative feedback and helpful PL opportunities were related to student experiences, although use of a standards-aligned curriculum was not.
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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 |
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主题 | Education Curriculum ; Elementary Education ; Principals ; Secondary Education ; Standards-Based Education Reform ; Teachers and Teaching |
URL | https://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 |
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