Developing an Instrument for Measuring Teachers' Implementation of Curriculum Standards

CUI Yunhuo; ZHOU Wenye; DONG Zehua; ZHANG Jing

doi:10.16382/j.cnki.1000-5560.2018.02.001

Volume 36 Issue 2

Mar. 2018

Turn off MathJax

Article Contents

Article Navigation > Journal of East China Normal University (Educational Sciences) > 2018 > 36(2): 1-13+153

CUI Yunhuo, ZHOU Wenye, DONG Zehua, ZHANG Jing. Developing an Instrument for Measuring Teachers' Implementation of Curriculum Standards[J]. Journal of East China Normal University (Educational Sciences), 2018, 36(2): 1-13+153. doi: 10.16382/j.cnki.1000-5560.2018.02.001

Citation:

CUI Yunhuo, ZHOU Wenye, DONG Zehua, ZHANG Jing. Developing an Instrument for Measuring Teachers' Implementation of Curriculum Standards[J]. Journal of East China Normal University (Educational Sciences), 2018, 36(2): 1-13+153. doi: 10.16382/j.cnki.1000-5560.2018.02.001

Citation:

PDF( 767 KB)

Developing an Instrument for Measuring Teachers' Implementation of Curriculum Standards

doi: 10.16382/j.cnki.1000-5560.2018.02.001

1.
Institute of Curriculum and Instruction, East China Normal University, Shanghai 200062, China
2.
Faculty of Education, East China Normal University, Shanghai 200062, China

Publish Date: 2018-03-20

Abstract

Abstract

The curriculum standard is a discipline-specific articulation of talent cultivation, offering a national guideline for teaching as well as an important basis for teachers' teaching. The measurement of teachers' implementation of curriculum standards is an evitable requirement for examining the impact of curriculum reforms, analyzing factors of curriculum implementation, and assessing the quality of teaching. It can be divided into three dimensions:understanding and motivation, action and strategy, outcome and reflection. Each dimension is subdivided into specific sub-dimensions. Based on the sub-dimensions, a large-scale question-naire is developed. After rigorous sampling, we conducted a set of analyses, including non-rotating principal component analysis, exploratory factor analysis, validity analysis and reliability analysis. The analyses lead to a final questionnaire with strong reliability and validity.
- teachers' implementation of curriculum,
- curriculum standards,
- questionnaire development

FullText(HTML)

References(23)

References

[1]	陈霞. (2004).基于课程标准的教育改革—美国的行动与启示.上海:华东师范大学.
[2]	陈侠. (1989).课程论.北京:人民教育出版社.
[3]	崔允漷.(2009).课程实施的新取向:基于课程标准的教学.教育研究, (1), 74-79. https://www.wenkuxiazai.com/doc/1ea194d076a20029bd642d27...
[4]	崔允漷, 夏雪梅.(2013).论互动视野下的教师课程实施:基于40年文献的建构.全球教育展望, (10), 3-12. http://kns.cnki.net/KCMS/detail/detail.aspx?filename=wgjn201310002&dbname=CJFD&dbcode=CJFQ
[5]	黄甫全.(2000).大课程论初探—兼论课程(论)与教学(论)的关系.课程·教材·教法, (5), 1-7. https://www.cnki.com.cn/qikan-KJJF200212004.html
[6]	霍尔, 霍德. (2004). 实施变革: 模式、原则与困境(吴晓玲译). 杭州: 浙江教育出版社.
[7]	李子建, 尹弘飚.(2005).教师对课程变革的认同感和关注.教育研究与发展, (1), 107-128. http://d.wanfangdata.com.cn/Periodical_bjjyyj200310005.aspx
[8]	马云鹏. (2001).课程实施及其在课程改革中的作用.课程·教材·教法, (9), 18-23. http://kns.cnki.net/KCMS/detail/detail.aspx?filename=kjjf200109004&dbname=CJFD&dbcode=CJFQ
[9]	施良方.(1996).课程理论:课程的基础、原理与问题.北京:教育科学出版社.
[10]	夏雪梅.(2009).教师课程实施程度的评估:一种整合架构.教育发展研究, (22), 19-24. http://www.cnki.com.cn/Article/CJFDTotal-SHGJ200922008.htm
[11]	夏雪梅.(2010).课程标准的实施:我们需要检测什么?.课程·教材·教法, (8), 10-14. http://d.wanfangdata.com.cn/Periodical_dzwy-kxjyyj200812089.aspx
[12]	郑蕾.(2013).美国SEC教师课程实施行为检测工具评析.全球教育展望, (10), 13-19. http://www.cqvip.com/QK/96950X/201310/47535049.html
[13]	Brophy, J. E.(1982). How Teachers Influence What is Taught and Learned in Classroom. The Elementary School Journal, (1), 1-13. doi: 10.1086/461287
[14]	Delbecq, A. L., Van de Ven, A. H., & Gustafson, D. H. (1975). Group techniques for program planning:A guide to nominal group and Delphi process. Glenview, IL:Scott, Forseman.
[15]	Fullan, M., & Pomfret, A.(1977).Research on Curriculum and Instruction Implementation.Review of Educational Research, 47(2), 335-397. doi: 10.3102/00346543047002335
[16]	Goodlad, J. I., Klein, M. F. & Tye, K. A.(1979).The Domains of Curriculum and Their Study.In J. I. Goodlad(Eds.).Curriculum Inquiry:The Study of Curriculum Practice. New York:McGraw-Hill.
[17]	Hamilton, Laura S., et al.(2016).What Supports Do Teachers Need to Help Students Meet Common Core State Standards for Mathematics? Findings from the American Teacher and American School Leader Panels. Santa Monica, Calif.:RAND Corporation.
[18]	Norman L. Webb.(1997).Determining Alignment of Expectations and Assessments in Mathematics and Science Education.Nise Brief, (2), 1-8. http://facstaff.wcer.wisc.edu/normw/1997alignmentbrief.htm
[19]	Waugh, R. F. & Godfrey, J.(1995).Understanding Teachers' Receptivity to System-wide Educational Change.Journal of Educational Administration, (3), 38-54. https://www.researchgate.net/publication/238413445_Understanding...
[20]	O'Day, J. A., & M. S. Smith. (1993). Systemic Reform and Educational Opportunity. In S. Fuhrman(ed. ). Designing Coherent Education Policy: Improving the System, San Francisco, Calif. : Jossey-Bass Publishers.
[21]	Opfer, V. D, Kaufman, J. H & Thompson, L.E.(2017).Implementing of K-12 State Standard for Mathematics and English Language Art and Literacy. Santa Monica:RAND Corporation.
[22]	Polikoff, M. S. (2015). How well aligned are textbooks to the common core standards in mathematics?American Educational Research Journal, 52(6), 1185-1211. doi: 10.3102/0002831215584435
[23]	Remillard, J. T. (2005). Examining key concepts in research on teachers' use of mathematics curricula. Review of Educational Research, 75(2), 211-246. doi: 10.3102/00346543075002211