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Evaluating curriculum design in the context of active teaching

Moore, L.; Carnine, D.
This study compared effects of two math curricula intended to teach ratio and proportion word problems; instruction was delivered via videodisc and incorporated Direct Instruction principles for the experimental group, while the comparison group received teacher-led instruction derived from four math basal programs. The DI-based curriculum specifically emphasized teaching explicit rules and problem-solving strategies and included discrimination practice by presenting a range of examples and non-examples. Scores on a criterion-referenced assessment, time on task, and student and teacher acceptability of the curricula were measured for both groups. Results indicate that students in the experimental group performed significantly higher than the comparison group on the criterion-referenced post-test; however, a significant difference between groups was not demonstrated during maintenance testing two weeks following the study. Additionally, students reported that they enjoyed working ratio problems in the experimental program, and teachers indicated that they thought the curriculum was designed better and was easier to teach than the comparison curriculum. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
mathematics, videodisc, Active Teaching
Remedial and Special Education
Design type:
Randomized Experiment
Fidelity monitored:
Students included:
Ninth Grade Students, Tenth Grade Students, Eleventh Grade Students, High School Students, General Education Students, Special Education Students, Remedial Students
Other tags:
mathematics, videodisc, Active Teaching
West: Pacific, High School
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