Measuring the Content of Instruction: Uses in Research and Practice

Porter, Andrew C.

doi:10.3102/0013189x031007003

Cited by 450 publications

(510 citation statements)

References 30 publications

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“…Understanding by Design (UBD) is a curriculum planning approach to 'backwards mapping', looking at the outcome in order to design curriculum units with objectives (big ideas), performance assessments, and classroom instruction. Such curriculum planning also follows guidelines often promoted in practical workshops using divisional categories, such as the written curriculum, overt curriculum, recommended curriculum, and learned curriculum among others (Porter 2002). While Wiggins and McTighe clearly consider 'understanding' as a primary goal for curriculum work, we cannot consider this model as curriculum theorizing in the same way as Pinar's (2004) notion of curriculum as understanding and complicated conversation.…”

Section: Sociocultural Reproduction and Transformation Perspectives Imentioning

confidence: 98%

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Uljens

Ylimaki

2017

Educational Governance Research

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This chapter presents non-affirmative theory of education as the foundation for a new research program in education, allowing us to bridge educational leadership, curriculum studies and Didaktik. We demonstrate the strengths of this framework by analyzing literature from educational leadership and curriculum theory/didaktik. In contrast to both socialization-oriented explanations locating curriculum and leadership within existing society, and transformation-oriented models viewing education as revolutionary or super-ordinate to society, non-affirmative theory explains the relation between education and politics, economy and culture, respectively, as non-hierarchical. Here critical deliberation and discursive practices mediate between politics, culture, economy and education, driven by individual agency in historically developed cultural and societal institutions. While transformative and socialization models typically result in instrumental notions of leadership and teaching, non-affirmative education theory, previously developed within German and Nordic education, instead views leadership and teaching as relational and hermeneutic, drawing on ontological core concepts of modern education: recognition; summoning to self-activity and Bildsamkeit. Understanding educational leadership, school development and teaching then requires a comparative multi-level approach informed by discursive institutionalism and organization theory, in addition to theorizing leadership and teaching as cultural-historical and critical-hermeneutic activity. Globalisation and contemporary challenges to deliberative democracy also call for rethinking modern nationstate based theorizing of education in a cosmopolitan light. Non-affirmative education theory allows us to understand and promote recognition based democratic citizenship (political, economical and cultural) that respects cultural, ethical

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Section: Sociocultural Reproduction and Transformation Perspectives Imentioning

confidence: 98%

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Uljens

Ylimaki

2017

Educational Governance Research

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“…These measures are described in Chapter Four. (Porter, 2002). However, because these surveys must be administered near the end of the academic year and require 60-90 minutes for completion, we were concerned about our ability to achieve acceptable response rates with the instruments in their current form.…”

Section: District-level Analysis Results For Sciencementioning

confidence: 99%

“…The teacher survey was primarily a subset of questions from the Surveys of Enacted Curriculum produced by the Council of Chief State School Officers. We selected the Surveys of Enacted Curriculum based on their ability to measure the types of teacher practice and course-content reforms targeted by the MSP intervention (Porter, 2002). Items on the principal survey were adapted from survey instruments developed by Horizon Research, Inc., the Center for the Study of Teaching and Policy, and the Center for Research on the Context of Teaching and from principal rubrics developed by Richard Halverson at the Wisconsin Center for Education Research.…”

Section: Survey Development and Analysismentioning

confidence: 99%

Math Science Partnership of Southwest Pennsylvania: Measuring Progress Toward Goals

Pane¹,

Williams²,

Olmsted³

et al. 2009

PsycEXTRA Dataset

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“…The same explanation by [3] that there are textbooks that are not by the demands of the curriculum, contains only points of the matter (a kind of summary), and highly technical description. The same report based on TIMSS research (in Schmidt et al, 1997) given by [11], that textbooks in the United States cover many more topics, in less depth, than those in other, higher achieving countries. [1] Report too that the Chinese ordinary high school biology textbook does not include a sufficient number and variety of phenomena relevant to the set of key ideas.…”

Section: Introductionmentioning

confidence: 99%

The compatibility analysis of subject matter description with basic competence at science textbook for 7th grade of junior high school

Hidayat

Sinaga

Hernani

2017

Int. J. Sci. Appl. Sci.: Conf. Ser.

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Abstract. The aim of this research is to analyze the quality of science textbooks for 7 th grade of Junior High School in Bandung City. This research use content analysis method and data analysis with quantitative descriptive analysis technique. The compatibility analysis of subject matter description with basic competence use instrument which adopted from the instrument of BSNP and based on three indicators, (1) completeness, (2) broadness, and (3) deepness. Completeness based on the presentation of subject matter, broadness based on the presentation of concept, definition, procedure, or example which support to the subject matter, and deepness based on subject matter explanation. The samples are one electronic textbook (BSE), be code in A and two non-electronic textbooks (non-BSE), be code in B and C. The samples selected by purposive sampling technique. Analysis result shows that the completeness of book A, B, and C are 100%, 96,15%, and 96,15% consecutively. The broadness of book A, B, and C are 100%, 88,46%, and 84,62% consecutively. The deepness of book A, B, and C are 92,31%, 88,46%, and 73,08% consecutively. So, book A (BSE) have better quality than book B and C (non-BSE).

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Measuring the Content of Instruction: Uses in Research and Practice

Cited by 450 publications

References 30 publications

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

Math Science Partnership of Southwest Pennsylvania: Measuring Progress Toward Goals

The compatibility analysis of subject matter description with basic competence at science textbook for 7th grade of junior high school

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