The formalized processes districts use to evaluate mathematics textbooks.

Autor/inn/en	Polikoff, Morgan S.; Campbell, Shauna E.; Rabovsky, Sarah; Koedel, Cory; Tien Le, Quynh; Hardaway, Tenice; Gasparian, Hovanes
Titel	The formalized processes districts use to evaluate mathematics textbooks.
Quelle	In: Journal of curriculum studies, 52 (2020) 4, S. 451-477Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 475-477; Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2020.1747116
Schlagwörter	Schulbezirk; Lehrer; Lehrerin; Curriculum; Schulbuch
Abstract	Textbooks are a widely used educational intervention that can affect student achievement, and the marginal cost of choosing a more effective textbook is typically small. However, we know little about how textbooks get from the publisher to the classroom. The purpose of this paper is to investigate the ways mathematics textbook adoption practices vary and predict adoption decisions. We use interviews with district leaders in a stratified random sample of 34 California school districts. We find isomorphic, highly formalized adoption processes in most districts. However, we observe some differences along dimensions of district size, technological interest/infrastructure, and English learner concentration. We recommend states produce and update lists of high-quality materials early and often, and that they use a highly rigorous evaluation process. We also recommend states experiment with encouraging similar districts to partner on textbook evaluation and adoption to respond to district demands for information and capacity building around curricula.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2020/4