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Measuring Textbook Content Coverage: Efficient Content Analysis with Lesson Sampling
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Zhang, Jiahui; Cogan, Leland S.; Schmidt, William H. – Educational Measurement: Issues and Practice, 2020
This study addresses measurement issues around a standards-based content analysis of mathematics textbooks' coverage of standards for use in large-scale monitoring of standards implementation as proposed in a 2013 report by the National Research Council. An earlier study produced an exhaustive content analysis of textbooks using the 2012 Common…
Descriptors: Textbook Content, Academic Standards, Mathematics Curriculum, Content Analysis
Assessing the Alignment with the Common Core: Coherence, Rigor, and Focus of Mathematics Instructional Materials
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Zhang, Jiahui; Houang, Richard T.; Schmidt, William H. – AERA Online Paper Repository, 2016
This study explores the assessment of the alignment of mathematics instructional materials with the Common Core State Standards for Mathematics (CCSSM). First, focus, rigor, and coherence, identified in TIMSS studies and also established for CCSSM, were chosen as criteria of alignment. Then, the CCSSM Graph (Zimba, 2012) was used as a yardstick to…
Descriptors: Common Core State Standards, Mathematics Instruction, Instructional Materials, Textbook Content
Supporting Classroom Instruction: The Textbook Navigator/Journal
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Cogan, Leland S.; Burroughs, Nathan; Schmidt, William H. – Phi Delta Kappan, 2015
Researchers at the Center for the Study of Curriculum at Michigan State University have developed a tool to help teachers implement the Common Core State Standards in mathematics by letting standards, not textbooks, guide their instruction. Using the web-based Textbook Navigator/Journal, teachers can pick a standard and ask which portions of the…
Descriptors: State Standards, Program Implementation, Instructional Innovation, Teaching Guides
Who Takes What Math and in Which Track? Using TIMSS To Characterize U.S. Students' Eighth-Grade Mathematics Learning Opportunities.
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Cogan, Leland S.; Schmidt, William H.; Wiley, David E. – Educational Evaluation and Policy Analysis, 2001
Examined the range of mathematics learning opportunities in the U.S., drawing on data gathered for the Third International Mathematics and Science Study (TIMSS). Analyses reveal a mismatch between the course title and the textbook used for nearly 40% of eighth graders. Significant relationships found were not significant enough to account for the…
Descriptors: Course Content, Curriculum, International Studies, Junior High School Students
Educational Content of Basal Reading Texts: Implications for Comprehension Instruction.
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Schmidt, William H.; And Others – 1983
To explore the issue of educational content in basal readers, a study analyzed 34 basal reading textbooks, representing eight of the most commonly used series in American elementary education. Educational content was defined and categorized along three dimensions: subject matter, function, and ethos. The subject matter component covered theories,…
Descriptors: Basal Reading, Comparative Analysis, Content Analysis, Elementary Education
Apples to Apples.
Schmidt, William H.; Houang, Richard T.; Wolfe, Richard G. – American School Board Journal, 1999
The precipitous decline of U.S. students' scores on the Third International Mathematics and Science Study (TIMSS) from 4th to 12th grade, compared with other nations, may be attributed to curriculum differences, not demography. The U.S. middle-school curriculum lacks focus and rigor and is highly repetitive. (MLH)
Descriptors: Comparative Education, Curriculum, Elementary Secondary Education, Mathematics Achievement