Question 1: Do elementary school students perform significantly better on state tests after a new curriculum is introduced?
Question 2: How long do elementary students need to adapt to a new curriculum?
Question 3: At what grade would it be most beneficial to first roll out curriculum change?
a) Elementary School b) Middle School c) High School
I am most interested in the questions that asks if elementary school students perform
significantly better on state tests after a new curriculum is introduced. Even though this
is not one a full proof way of telling how well the curriculum helping students absorb the
full context of what they are learning, it is a good indicator to understand if they have the
basic understanding even if it’s just enough to pass a test.
Most of the information that I am planning to use would be numerical data including
historical student test scores. However, there would be a qualitative aspect when
reviewing the curriculum itself and judging its effectiveness based on its content. So in
this case it would be a collaboration of methods, I would just have to figure out how to
best combine the information, so I would consider my research method as triangulation.
This research topic would most benefit applied research because it is not an exact
science. I am aware the each curriculum that is implemented is different some better
than other so it may not be purely the frequency of the updated curriculum but the
quality of it which would make a difference. Quality would be hard to measure in this
Question 1: Do elementary school students perform significantly better on state tests
after a new curriculum is introduced?
My hypothesis development is based on the guess that elementary school students
perform worse on state tests after a new curriculum is introduced due to a learning
curve created for both student and teacher as they are provided new academic content.
The dependant variable would be student performance and independent variable is the
timing of when the curriculum in introduced. My units of analysis will be groups of
children as assessing a larger population would provide a more accurate picture of the
situation. Using the Rational Choice Theory to weigh the benefits versus the costs of
new curriculum introduction to performance. To learn what happens with of the majority
of the population and see if there are any outliers that affect the data. I would use the
deductive research method as I try to test my research.hypothesis by analyzing data to
see if it supports my claim.
6 MAY 2016
New curriculum implementation effects on student success: An Annotated
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Teachers’ Opinions of Statewide Testing Programs.” Theory Into Practice (1). 18.
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Croft, Sheryl J., Mari Ann Roberts, and Vera L. Stenhouse. 2016. “The perfect storm of
education reform: highstakes testing and teacher evaluation.”Social Justice (1), 70.
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Hardy, Ilonca, Birgit Kloetzer, Kornelia Moeller, and Beate Sodian. 2010. “The Analysis
Classroom Discourse: Elementary School Science Curricula Advancing Reasoning
Evidence.” Educational Assessment 15(3/4), 197221. Retrieved May 3, 2016
Hilliard, Asa G. (Links to an external site.)III. “Excellence in Education Versus
HighStakes Standardized Testing”
Journal of Teacher Education. 51 (4),
Reviewed May 4, 2016 (http://jte.sagepub.com/content/51/4/293.short)
Korkmaz, Isa. 2008. “Evaluation of Teachers for Restructured Elementary Curriculum
1 to 5).” Education, 129 (2), 250258. Retrieved May 3, 2016
Murphy, Edward J. 2006. “The ‘last mile’ in standardsbased reform: conducting a match
linking teachercertification tests to student standards: states have invested significant r
resources in developing student academic standards. Mr. Murphy argues that, for these
standards to be effective, teacher preparation and certification must be aligned with
proposes ‘match studies’ as a way to ensure this alignment.”Phi Delta Kappan (9)
May 4, 2016
Robelen, Erik W. 2010. “State Standards Loom Large in Mass. Classrooms; Tests
Stakes for Schools and Students.”Education Week, (17)Retrieved May 3, 2016
Rusman. 2015. “Curriculum Implementation at Elementary Schools: A Study on “Best
Practices” Done by Elementary School Teachers in Planning, Implementing, and
the Curriculum.” Journal Of Education And Practice, 6(21), 106112. Retrieved May 3,
Sahin, Semiha. 2013. “Education Supervisors’ Views on the New Curriculum and Its
Implementation in Primary Schools.” Eurasian Journal of Educational Research
Retrieved May 3, 2016 (http://files.eric.ed.gov/fulltext/EJ1060366.pdf).
Vulliamy, Graham, and Rosemary Webb. 1995. “The implementation of the National
Curriculum in small primary schools.”Educational Review 4747(1), 25. Reviewed May
rue & db=pbh&AN=9504251269&site=edslive#.Vy2DINL3kVo.gmail)
Yes, I’ve thought about ways to alter my research question in a way that is geared more
toward way curriculum is rolled out and how prepared the instructors are. It seems that
despite the best curriculum roll out, when teachers are not trained and prepared to
effectively teach students the result can be very negative. As far as my hypothesis, I still
believe that if students are exposed to new curriculum without proper training then they
will not be successful regardless of the content, this would mean that it if the methods
and the teaching resources used are efficient it would affect the success of students.
My study would use a pre and posttest on the test population(Schutt 2015) and would
also include a control group to gauge the impact of curriculum change for Elementary
School students. Students would be tested at the beginning of the year to assess their
progress. It’s important characteristics for both of these groups to allow me to pinpoint
what cause the variation between the groups. The only difference from the getgo
between the groups should be the introduction of an accelerated curriculum compared
to the control group would be utilizing the same curriculum as they had been in the past.
Each group would have assume a population (Schutt 2015) of similar demographic.
The dependent variable (Schutt 2015) would be the score on the students post test. The
independent variable (Schutt 2015) would be the grade level of the student. So the
independent variable(Schutt 2015) would provide information as to how each grade
level was affected by the curriculum change. I chose this variable because it will allow at
what grade curriculum change the most positive impact.
To ensure generalizability (Schutt 2015) I would need to administer this experiment
using populations from different schools to make sure my sample oak leaves a large
enough population to make it valid.
What grade level is the student?
What is the child’s subject level competency on the post test?
1. Below average
How many practice tests student taken throughout the year?
What is the child’s pattern of participation in class?
1. Does not actively participate
3. Actively participates and excels
Has the child have a learning disability?
What is the child’s perspective about learning?
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