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Conceptual Framework
>> 2. Deciding on the Purposes of the Professional
Development
2.3. Selecting Appropriate Instructional Materials
The textbook is the backbone of the instructional program in many mathematics
and science classes, so professional development that results in the selection
of high quality textbooks/instructional materials has great potential for improving
instruction. Even in states that create a short list of state-adopted textbooks,
school/district committees and sometimes individual teachers have latitude in
selecting the instructional materials they will use. Educators are finding that
topic coverage consistent with a district's curriculum is not an adequate indicator
of the appropriateness of a set of instructional materials.
Several materials in the TE-MAT database are designed to help educators
decide which materials will best meet the needs of their students. The
Guidebook to Examine School Curricula from the curriculum module
of Attaining
Excellence: A TIMSS Resource Kit (U.S. Dept. of Education, 1997),
which describes five methods of curriculum analysis. Resources
for Teaching Elementary School Science (National Science
Resources Center, 1996) and the companion volume for middle school science
(National Science Resources Center, 1998) provides information on curriculum
materials that are "consonant with the principles advocated in the
Standards" (p. xi). The evaluation criteria can be used independently
by teachers or curriculum committees to assess materials. Guiding
Curriculum Decisions for Middle-Grades Science (Berns et al.,
2000) examines standards-based curricula and offers support in making
curricular decisions and selecting instructional resources. Finally, Choosing
a Standards-based Mathematics Curriculum (Goldsmith et
al., 1998) is a comprehensive guide to the curriculum selection and implementation
process that emphasizes the importance of including people with diverse
viewpoints and areas of expertise in selecting instructional materials.
Project 2061 publishes reviews of mathematics and science textbooks based on
the opportunity for students to reach key benchmarks in their conceptual understanding.
To date, Project 2061 has found very few materials they judge acceptable, noting
that many address standards-aligned content, but not in a way that would enable
students to learn that content effectively (American Association for the Advancement
of Science, 1999).
Continue: 2.4.
Using Appropriate Instruction to Promote Learning for All Students
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