The implementation and impact of evidence-based mathematics reforms in high-poverty middle schools: A multi-site, multi-year study

被引：32

作者：

Balfanz, R ^{[1
]}

Mac Iver, DJ ^{[1
]}

Byrnes, V ^{[1
]}

机构：

[1] Johns Hopkins Univ, Ctr Social Org, Baltimore, MD 21218 USA

来源：

JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION | 2006年 / 37卷 / 01期

关键词：

achievement; longitudinal studies; middle-grades; professional development; quasi-experimental design; reform in mathematics education;

D O I：

10.2307/30035051

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article reports on the first 4 years of an effort to develop comprehensive and sustainable mathematics education reforms in high poverty middle schools. In four related analyses, we examine the levels of implementation achieved and impact of the reforms on various measures of achievement in the first 3 schools to implement the Talent Development (TD) Middle School Model's mathematics program that combines coherent research-based instructional materials from the University of Chicago School Mathematics Project with a multi-tiered teacher support system of sustained professional development and in-class coaching. A moderate level of implementation was achieved. TD students outperformed students from control schools on multiple measures of achievement. The average effect size, Delta, by the end of middle school was .24.

引用

页码：33 / 64

页数：32