id: 05522440
dt: j
an: 2009b.00180
au: Tarr, James E.; Reys, Robert E.; Reys, Barbara J.; Chávez, Óscar; Shih,
Jeffrey; Osterlind, Steven J.
ti: The impact of middle-grades mathematics curricula and the classroom
learning environment on student achievement.
so: J. Res. Math. Educ. 39, No. 3, 247-280 (2008).
py: 2008
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: D33 C73
ut: achievement; curriculum; integrated curriculum; middle grades;
quasi-experimental design; reform in mathematics education; teaching
practice
ci:
li: doi:10.2307/30034970
ab: Summary: We examine student achievement of 2533 students in 10 middle
schools in relation to the implementation of textbooks developed with
funding from the National Science Foundation (NSF) or
publisher-developed textbooks. Using hierarchical linear modeling
(HLM), curriculum type was not a significant predictor of student
achievement on the Balanced Assessment in Mathematics (BAM) or
TerraNova Survey (TNS) after controlling for student-level variables.
However, the Standards-Based Learning Environment (SBLE) moderated the
effect of curriculum type. Students were positively impacted on the BAM
by NSF-funded curricula when coupled with either Moderate or High
levels of SBLE. There was no statistically significant impact of
NSF-funded curricula on students in classrooms with a low level of
SBLE, and the relationship between publisher-developed textbooks and
SBLE was not statistically significant. Moreover, there was no
significant impact of either curriculum type when coupled with varying
levels of SBLE on the {\it TNS} as the dependent measure.
rv: