The Science behind Curriculum Development and Evaluation: Taking a Design Science Approach in the Production of a Tier 2 Mathematics Curriculum

Autor/inn/en	Doabler, Christian T.; Clarke, Ben; Fien, Hank; Baker, Scott K.; Kosty, Derek B.; Cary, Mari Strand
Titel	The Science behind Curriculum Development and Evaluation: Taking a Design Science Approach in the Production of a Tier 2 Mathematics Curriculum
Quelle	In: Learning Disability Quarterly, 38 (2015) 2, S.97-111 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948713520555
Schlagwörter	Mathematics Curriculum; Curriculum Development; Instructional Design; Mathematics Instruction; Elementary School Students; Grade 1; Learning Disabilities; Teaching Methods; Direct Instruction; Theories; Intervention; Outcomes of Education + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lesson concept; Lessonplan; Unterrichtsentwurf; Mathematics lessons; Mathematikunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Learning handicap; Lernbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Theory; Theorie; Lernleistung; Schulerfolg
Abstract	The production of an effective mathematics curriculum begins with a scientific development, evaluation, and revision framework. The purpose of this study was to conduct an initial investigation of a recently developed Tier 2 mathematics curriculum designed to improve the outcomes of first grade students at risk for mathematics difficulties (MD). The curriculum, which is anchored to a scientific design framework and a well-specified theory of change, centers on the careful integration of foundational concepts of whole number and validated-design principles of explicit and systematic instruction. Four instructional groups, with each consisting of five first grade students with MD and one interventionist, participated in the study. Data related to the feasibility, usability, and promise of the curriculum to improve student mathematics achievement were collected using multiple methods. Results provide preliminary evidence in terms of these curriculum development and evaluation areas. Implications for instruction and design research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01