URBAN SCHOOLS ADAPT TO CHANGES IN THE NEW MILLENNIUM:

DETERMINING IMPLEMENTATION LEVELS OF A REFORM K-5 CURRICULUM

Darlene Whitkanack

University of Illinois-Chicago

Darlene@uic.edu

Catherine Rand Kelso

University of Illinois-Chicago

Ckelso@uic.edu

This poster session reports on an investigation of the factors which led to a successful implementation of an NSF supported K-5 Mathematics Curriculum, Math Trailblazers. We were particularly interested in looking at an urban school in Chicago which is 100% black, is located in a neighborhood with the highest crime rate in Chicago and has high levels of poverty and mobility. What were the factors that led to a successful implementation of this rigorous, standards-based curriculum? As we interviewed teachers, attended their grade level meetings, observed classes and read journals of the teachers, administrators and parent aides, it also became important to determine how one determines what the level of implementation is and what are meaningful criteria for success. For most schools, it is most frequently judged by standardized test scores. That is not the case for this school.

As Hiebert (1999) indicated, our lack of knowledge about the level of implementation of such a program always leaves us guessing about the reasons for the success or failure. Romberg and Collins (2000) assert that there is a pressing need to investigate how classrooms that promote understanding in mathematics and science can be created.

References

Hiebert, J. (1999). Relationships Between Research and the NCTM Standards. Journal for Research in Mathematics Education 30, 3-19

Romberg, T. and Collins, A. (2000). The Impact of Standards-based Reform on Methods of Research in Schools. In A. Kelly and R. Lesh (Ed.), Handbook of Research Design in Mathematics and Science Education (pp 82-84). New Jersey: Lawrence Erlbaum Associates.