Curriculum Composition: The Reform Movement and Student Outcomes.

Autor/inn/en	Mora, Carlos; Kearney, C. Philip
Titel	Curriculum Composition: The Reform Movement and Student Outcomes.
Quelle	(1991), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Course Content; Curriculum Design; Curriculum Evaluation; Curriculum Research; Elementary Secondary Education; Enrollment; Excellence in Education; Instructional Development; Instructional Effectiveness; Outcomes of Education; School Restructuring; Student Participation; Michigan + Suchen Sie Ihr Suchwort? Schulleistung; Kursprogramm; Lehrplangestaltung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Research; Curriculumreform; Forschung; Einschulung; Lernerfolg; Teaching improvement; Unterrichtsentwicklung; Unterrichtserfolg; Lernleistung; Schulerfolg; Schulreformplan; Schulumwandlung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Lack of variety in course offerings variety has been identified as one of the most detrimental aspects of today's school curriculum. The latest school reform movement's immediate goal is to increase enrollment in four core areas: math, science, computers, and foreign language. The movement's ultimate goal is to increase student achievement. To observe school characteristics before and after the reform movement's spark by the release of "A Nation at Risk," information from 59 schools' accreditation reports for 1979-80, 1984-85, and 1987-88 was analyzed to determine if the composition of curriculums has changed in the direction of the current reform movement and if those changes have had an effect on student outcomes. There has been a steady and significant increase in the offerings and enrollment in the four core areas. However, increases in math and language course participation were not accompanied by improved test scores. The relationship between test scores and the number of courses taken in a given discipline is not direct and may be counterintuitive. Data are illustrated in tables and graphs. (12 references) (EJS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC