Reform Up Close: A Classroom Analysis

近距离改革：课堂分析

• 批准号: 8953446
• 负责人: Susan Fuhrman
• 金额: $ 94.35万
• 依托单位: Rutgers University New Brunswick
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1989
• 资助国家: 美国
• 起止时间: 1989-07-01 至 1993-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=8953446&HistoricalAwards=false
• 关键词: Reform; Up; Close; Classroom; Analysis

The Center for Policy Research in Education (CPRE) and the Center for Research on the Context of Secondary School Teaching (CRC) propose a three and one half-year study of the content and effects of post-reform secondary school math and science. The overall goals of this study are (1) to provide answers to the next generation of questions that local, state, and national policymakers will ask about the effects of reform and (2) to increase policymakers' understanding of the factors that affect curriculum decisions and student achievement in response to increase academic requirements. The specific objectives of the study are (1) to fill a gap in existing research on curriculum regulation and student standards by conducting an intensive empirical study of actual content and its effects, (2) provide the policy community with a complete picture of the effects of curriculum standards as they are actually implemented in classrooms and schools and (3) to suggest how the design of state and local indicator systems can be modified and augmented to fill current gaps in understanding about student course-taking and achievement. The project will be conducted under the guidance of Susan Fuhrman (Rutgers), CPRE's director. Michael Kirst (CPRE-CRC, Stanford University) and Andrew Porter (CPRE-Wisconsin) will be co-principal investigators. William Clune will serve as senior researcher. Two project managers and several research assistants will participate in the research. Thomas Romberg (Center for the Center Learning and Teaching of Mathematics), Senta Raizen (National Center for the Improvement of Science Education) and Brian DeLany (CRC-Michigan State) will consult with the project. Milbrey McLaughlin (Stanford), CRC's director, will assure coordination with CRC research. Other consultants include university and practitioner experts in math and science. The study extends and builds on current CPRE and CRC research. The up-close, classroom-level look at reform comprises a critical but otherwise unaffordable element of the mission of both centers. Conversely, without the existing research on district- and school-level effects of curriculum and student standards reforms at the two centers, the proposed study could not be efficiently mounted.

教育政策研究中心（CPRE）和 中学教学环境研究中心 (CRC)建议对内容进行为期三年半的研究， 改革后中学数学和科学的影响。 本研究的总体目标是（1）提供答案 下一代的问题，地方，国家， 国家决策者会询问改革的效果， (2)提高决策者对以下因素的理解， 影响课程决策和学生成绩 提高学术要求。 的具体目标 研究目的是：（1）填补现有研究的空白， 课程规例及学生标准， 对实际内容及其影响的深入实证研究，（2） 为政策界提供一个完整的图片， 课程标准实际实施的效果 在教室和学校，（3）建议如何设计 国家和地方指标系统可以修改和扩充， 以填补目前对学生选课的理解空白， 和成就。 该项目将在苏珊的指导下进行 福尔曼（罗格斯），CPRE的主任。 Michael Kirst（CPRE-CRC， 斯坦福大学）和安德鲁·波特（CPRE-威斯康星州）将 共同主要研究者。 威廉·克卢恩将担任高级 研究员 两名项目经理和几名研究助理 将参与研究。 托马斯龙伯格（中心为 数学教学中心），森塔赖前 （国家科学教育改进中心）和 布莱恩·德拉尼（CRC-Michigan State）将为该项目提供咨询。 CRC主任米尔布里·麦克劳克林（斯坦福大学）将保证 与CRC研究协调。 其他顾问包括 大学和从业者的数学和科学专家。 该研究扩展并建立在当前CPRE和CRC的基础上 research. 从课堂层面对改革的近距离观察包括 一个关键的，但否则负担不起的要素的使命的 两个中心。 相反，如果没有现有的研究， 课程和学生在地区和学校一级的影响 在两个中心的标准改革，拟议的研究可以 不能有效安装。