Coherent Implementation of Mathematics Instructional Materials: A Study of the Variations and Effects of District Supports for Implementation

本项目旨在了解实施综合小学数学教材所需的地区和学校一级的支持。它通过为期四年的纵向混合方法研究，在2到4个州的10到12个学区的所有1-5年级中实施日常数学或数字，数据和空间调查。该项目从地区的角度调查和实施战略的一致性;认为学校为基础的支持和材料的使用水平的中介作用;并检查一致的实施和学生的成绩之间的联系，在小学数学的国家评估衡量。数据收集通过采访和调查的区级行政负责人，小学教师，并从年度国家测试的学生在数学成绩。指导这项工作的一些研究问题是：什么是地区一级的教学材料的实施一致性的尺寸？学校一级对教材实施的支持有哪些方面？地区一级的一致性如何与学校一级学生成绩在一个时间点和一段时间内的变化有关？哪些因素调节了地区一级的一致性和学生成绩之间的关系（即，免费或减价午餐的百分比，地区的大小）？学校一级的支持实施和/或学校一级的使用调解地区一级的一致性和学生的成绩之间的关系？学校一级对实施的支持如何与学校一级学生成绩的变化有关，在一个时间点和一段时间内？哪些因素调节了学校层面对实施的支持与学生成果之间的关系（即，免费或减价午餐的百分比、学校的规模）？ 学校层面的使用是否中介了学校层面的实施支持与学生成绩之间的关系？全国各地的许多地区都集中了他们最近的数学改进工作，使用符合国家标准的教学材料，往往是为了应对学生成绩的责任增加。支持这一运动的是精心设计的教学材料的出现，包括日常数学和调查等课程。这些材料的前景是巨大的，但它们的影响取决于教师在课堂上如何使用它们。教学材料不是孤立的：它们必须与地区和学校一级的实践和政策要素密切结合，为教师提供必要的指导，以实现材料对课堂实践的愿景。各学区提供这些支助的程度各不相同。这项研究应该作出重大贡献，了解组织必须做什么实现这些材料的承诺，揭示成功的关键条件。研究结果可能对美国各地的教育工作者、学校管理人员和政策制定者产生重大影响，因为他们计划、资助和花费精力使用新的教学材料。它应阐明影响大规模扩大这类材料的因素。

This project seeks to understand the district- and school-level supports needed to implement comprehensive elementary mathematics instructional materials. It explores through a four-year, longitudinal, mixed methods study the implementation of Everyday Mathematics or Investigations in Number, Data, and Space in all of Grades 1-5 in ten to 12 school districts in two to four states. The project investigates and operationalizes the coherence of implementation strategies from the district perspective; considers the mediating role of school-based supports and level of use of the materials; and examines the connection between coherent implementation and student outcomes as measured on state assessments in elementary mathematics. Data are gathered through interviews and surveys of district-level administrators principals, and elementary teachers, and from annual state tests of student achievement in mathematics. Some of the research questions guiding this work are: What are the dimensions of district-level coherence of implementation of instructional materials? What are the dimensions of school-level support for implementation of instructional materials? How does district-level coherence relate to changes in school-level student scores at a single point in time and over time? What factors moderate the relationship between district-level coherence and student outcomes (i.e., percentage of free or reduced-price lunch, size of district)? Does school-level support for implementation and/or school-level use mediate the relationship between district-level coherence and student outcomes? How does school-level support of implementation relate to changes in school-level student scores, at a single point in time and over time? What factors moderate the relationship between school-level support of implementation and student outcomes (i.e., percentage of free or reduced-price lunch, size of school)? Does school-level use mediate the relationship between school-level support of implementation and student outcomes? Many districts across the country have centered their recent mathematics improvement efforts on the use of instructional materials aligned to state standards, often in response to increased accountability for student outcomes. Supporting this movement is the emergence of well-designed instructional materials, including programs such as Everyday Mathematics and Investigations. The promise of such materials is great, but their impact is mediated by how well they are used by teachers in their classrooms. Instructional materials do not stand alone: they must be carefully aligned with elements of practice and policy at the district and school level to provide teachers with the guidance needed to enact the materials' vision for classroom practice. School districts vary in the degree to which they provide these supports. This study should make a major contribution to understanding what organizations must do realize the promise of such materials, uncovering conditions crucial to success. Results can be of major interest to educators, school administrators and policymakers across the U.S. as they plan, fund and expend efforts to use new instructional materials. It should shed light on factors affecting the scale-up of such materials at large scale.