Examining the Implementation of the Mathematics Strand of the Key Stage 3 Strategy: What Are the Bases of Evaluation?

Autor/inn/en	Venkat, Hamsa; Brown, Margaret
Titel	Examining the Implementation of the Mathematics Strand of the Key Stage 3 Strategy: What Are the Bases of Evaluation?
Quelle	In: British Educational Research Journal, 35 (2009) 1, S.5-24 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
Schlagwörter	Independent Study; Ability Grouping; Evaluation; Mathematics Education; Case Studies; Comparative Analysis; Group Instruction; Educational Improvement; School Effectiveness; Grade 6; Grade 7; Grade 8; Professional Development + Suchen Sie Ihr Suchwort? Selbststudium; Homogene Gruppierung; Niveaugruppierung; Streaming; Evaluierung; Mathematische Bildung; Case study; Fallstudie; Case Study; Gruppenunterricht; Teaching improvement; Unterrichtsentwicklung; Schuleffizienz; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	This article presents findings from a comparative case study examining the implementation of the mathematics strand of the Key Stage 3 Strategy in two contrasting schools--one using setting and whole-class teaching, the other incorporating mixed-ability grouping and individualised learning. A number of "outcomes" of implementation are considered, including teachers' and students' experiences, changes in pedagogic practice and students' attainment. Whilst both schools achieved highly in relation to similar schools, higher attainment gains between Key Stage 2 and Key Stage 3 in the school using setting/whole-class teaching were associated with increasing student disaffection and dependence on teachers. In contrast, the attainment gains at the school using individualised learning were associated with increasing enthusiasm and independence. The mixed picture of outcomes and their complex interconnections suggest that evaluations of implementation resting on attainment-based outcomes are problematic in terms of longer-term aims of increasing the proportions of students choosing to study mathematics and developing the skills of independent learning. (Contains 2 tables and 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10