Urban Middle Grades Mathematics Curriculum Implementation Karen D. King Monica Mitchell Candace Barriteau Phaire Jessica Tybursky

Overview of the Study The purpose of the study is: – to explore the ways teachers use Standards-based instructional materials when they are mandated as the materials to use, –The reasons teachers give for their choices in ways to use the materials, and –the relationship between the ways teachers use the materials and students’ achievement

Significance of the Study Framed not as “fidelity of implementation” as a measure in evaluating the curriculum Instead framed as “teachers as decision-makers in their classrooms” and trying to better understand –The decisions teachers make –The reasons for these decisions –The impact on student achievement In particular, trying to understand these issues in the context of urban classrooms where teachers perceive unique constraints on teaching

Mathematics task as represented in instructional materials Task features Hypothesized cognitive demand Hypothesized mathematical practices to be engaged Mathematics task as represented in teachers’ intended curriculum Task features Hypothesized cognitive demand Hypothesized mathematical practices to be engaged Mathematics task as set up by teacher in the classroom Task features Hypothesized cognitive demand Hypothesized mathematical practices to be engaged Mathematics task as implemented with students in the classroom Enactment of task features Cognitive processing Participation in mathematical practices Student Learning Factors influencing task choice Teacher goals Teacher subject matter knowledge Teacher knowledge of curriculum Teacher knowledge of students Teacher knowledge of and access to alternate tasks Factors influencing task setup Teacher goals Teacher subject matter knowledge Teacher knowledge of students Teacher knowledge of student learning Structural instructional realities Factors influencing task implementation Classroom norms Task conditions Teacher instructional habits and dispositions Students learning habits and dispositions Classroom instructional realities

Mathematics task as represented in instructional materials Task features Hypothesized cognitive demand Hypothesized mathematical practices to be engaged Mathematics task as represented in teachers’ intended curriculum Task features Hypothesized cognitive demand Hypothesized mathematical practices to be engaged Mathematics task as set up by teacher in the classroom Task features Hypothesized cognitive demand Hypothesized mathematical practices to be engaged Mathematics task as implemented with students in the classroom Enactment of task features Cognitive processing Participation in mathematical practices Student Learning Factors influencing task choice Teacher goals Teacher subject matter knowledge Teacher knowledge of curriculum Teacher knowledge of students Teacher knowledge of and access to alternate tasks Factors influencing task setup Teacher goals Teacher subject matter knowledge Teacher knowledge of students Teacher knowledge of student learning Structural instructional realities Factors influencing task implementation Classroom norms Task conditions Teacher instructional habits and dispositions Students learning habits and dispositions Classroom instructional realities

Research Design Mixed methods design Population study of teachers’ use based on survey data and student achievement data Case studies of two schools –Interviews and observations of teachers about their planning and execution of lessons –Assessments of student achievement –Interviews with school administrators District Policy Analysis –Review of documents and interviews with district personnel and consultants

Session Schedule 1:10 – 1:25 Mediation of District Pacing Guide – Monica Mitchell 1:25 – 1:35 Validity Study –Candace Barriteau Phaire 1:35 - 1:50 Variations in Teachers’ Use – Jessica Tybursky and Karen King 1:50 – 2:30 Discussion