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A Curriculum Evaluation Strategy to Guide District-Level Basal Text Adoption Decision-Making for Special Education
Abstract
This article describes an approach to curriculum adoption that is confirmatory in nature, and is based upon Cooley and Leinhardt's (1975) model of classroom learning and Stake's (1967) data matrix. This approach includes identification of principles of classroom learning, assessment of district goals, analysis of curriculm materials "on the shelf," direct observation of learning processes during classroom use of materials, and measurement of student performance with curriculum-based and non-curriculum-based measures. This approach was applied to a school district's curriculum adoption decision-making needs in the area of special education, with the pilot use of basal materials in four classrooms over a 1-year period, and the assignment of two nonequivalent control group classrooms. Analysis of the resulting multi-faceted database was used to address a number of separate but interrelated evaluation questions. The results from the separate analyses are mutually supportive, converging toward a single adoption decision.
To adequately monitor progress in writing, a test must show stability and demonstrate a performance profile over time that parallels those of accepted criterion measures. This study investigated the technical adequacy of seven objective indexes of writing quality in monitoring the progress of 36 middle school (Grades 6-8) students with mild disabilities over a 6-month period. The stability of each index was assessed. Holistic ratings of the same writing samples and the Test of Written Language served as validation criteria. Three indexes were moderately correlated with holistic ratings, but were not sufficiently stable over time. Direct, objective writing assessment must be used with caution for progress monitoring, given our present lack of precision in measuring the complex task of writing.
An evaluation of the validity of direct observation measures of pupil classroom behaviors is presented. The evaluation is based on a survey of analyses bearing on their construct, criterion-related, and treatment validities. Three types of measures are discussed. These include molar measures, where the focus is on broad dimensions of classroom behavior (e.g., “on-task” vs. “off-task”), molecular measures, where the focus is on more specific dimensions of behavior, and molecular-composite measures, where the data are collected in terms of molecular units but scored in terms of composite categories. Consistent support for the validity of molar and molecular-composite types of measures was revealed, but support for the molecular schedules was less consistent. The paper also contains a set of recommendations for users of these instruments and some suggestions for future research on the measures.
Commercially developed basal reading programs are used in most elementary school classrooms in this country. Yet, often neither the publishers developing these programs nor the members of state and local textbook adoption committees selecting programs are able to take advantage of the best and most up-to-date knowledge about the reading process and reading instruction. The development and piloting of A Guide to Selecting Basal Reading Programs is a major effort to make such knowledge available to publishers and members of adoption committees. The Guide presents current information about research and practice in reading and provides guidelines for evaluating basal reading programs. Case studies of 4 textbook adoption committees that piloted the Guide are presented. In general, these committees found the Guide contributed to a more informed selection process and committee members focused more attention on substantive issues associated with the quality of instruction and content and less attention on superfi...
Basal readers dominate reading instruction in most classrooms across the country. In fact, considering the central role of basal readers in the classroom, the selection of a basal reader represents the selection of a reading curriculum in most American schools. And, because textbook companies publish what school districts and states choose to buy, textbook selection directly influences the quality of basal readers. Operating properly, textbook selection should contribute to the improvement of reading instruction. However, major weaknesses are evident in the process of basal reader selection by states and school districts: Decisions on basal reader selection are often based on peripheral or insignificant criteria; members of selection committees frequently are handicapped by lack of time, training, and direction; selection decisions often do not reflect philosophies about the teaching of reading; publishers and influential committee members often wield disproportionate power to influence decisions; and, statewide selection, conducted in 22 states, yields few benefits to justify the additional investment of money and time. For basal reader selection to operate as it should, major changes are needed in assumptions regarding the adoption process, selection of reviewers, establishment of criteria, and in procedures for evaluating materials.
"A Study of Schooling" surveyed principals, teachers, parents, and students and observed 1,016 classes in 38 schools. Themes arising from the data involve how teachers teach, what is taught, goals and expectations assigned schools, and difficulties in changing teaching methods. A followup article will appear in the journal's April issue. (Author/RW)
†This paper is a translation of ‘Kernkonzepte des Schullernens’, Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, Vol. 9, No. 3 (July, 1977). It is published here with the permission of Verlag für Psychologie, Dr C. J. Hogrefe.The authors assume joint and equal responsibility for this work. David E. Wiley is also affiliated with the University of Chicago.
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