EFFECTIVE SCHOOLS - Curriculum Development and Instructional Design in the Effective Schools Process

By March, Judith K.; Peters, Karen H. | Phi Delta Kappan, January 2002 | Go to article overview

EFFECTIVE SCHOOLS - Curriculum Development and Instructional Design in the Effective Schools Process


March, Judith K., Peters, Karen H., Phi Delta Kappan


Ms. March and Ms. Peters describe a three-year, six-district demonstration project that is proving to be one of the most exciting examples of curricular development in the long history of the Effective Schools movement.

A SIGNIFICANT number of school districts that adopted the Effective Schools Process for school improvement successfully managed to reinvent their infrastructures, only to realize that they had changed little or nothing in their classroom instruction or assessment. Many districts assumed that if they "purchased" a highly touted curriculum process or a cutting-edge instructional delivery system, these areas would automatically improve. But, following the initial fanfare, the "reforms" were never actually implemented in every classroom. Rarely was a building administrator held accountable for involving every teacher in the reform initiative. Even worse, most districts made few provisions to conduct formative monitoring of the impact of their reform efforts on student performance. Instead, they passively allowed the results of the state test to indicate their level of success.

As experienced Effective Schools researchers who have led the Center for Educational Leadership Services at Kent State University for more than a decade, we realized that this was the situation we were finding when we looked at the state of Effective Schools reform in Ohio. In response, we developed the Instructional Design process to help school districts actually restructure the delivery and assessment of classroom instruction and to monitor the impact of these changes on student performance. The three-year, six-district demonstration project that has grown from this work is proving to be one of the most exciting examples of curricular development in the long history of the Effective Schools movement.

Based on the findings of the first- and second-wave school reform efforts and on "best practices" research, Instructional Design and its data management system (dubbed ADAM - Academic Data Analysis and Management) were specifically designed to be used in conjunction with the Effective Schools Process. In 1999, Instructional Design was published in book form by Phi Delta Kappa International as Developing High-Performance Schools: Instructional Redesign for Learner-Centered Classroom Reform.

Between 1997 and 2000, Instructional Design was piloted in two urban, two suburban, and two rural Ohio school districts whose boards of education had passed resolutions adopting the Effective Schools Process. During this three-year demonstration project, teams of teachers and administrators in each of the six districts have taken a number of actions.

* These teams have translated the national and state content standards into academic performance indicators, developmentally articulated from prekindergarten to grade 12, and these indicators were adopted by each local board of education as the official achievement targets for the district. Because they drive the entire instructional program, these indicators affect all decisions, from the purchase of materials and equipment to course scheduling to professional development.

* They have developed yearlong curriculum maps for each subject and each grade level that sequence the topics, process, skills, and materials needed to help every student master the performance indicators by the end of each school year. Students who fail to master indicators in one year have an opportunity to do so in the following years.

* They have devised unit plans to guide the delivery and assessment of classroom instruction, and these plans specify teaching and assessment techniques that are congruent with unit objectives (some of which are performance indicators). The plans also incorporate such "best practices" as constructivism, active student involvement, the use of multiple modalities, authentic instruction, and performance assessments.

* In two of the districts, the teams have piloted ADAM, an electronic system for data management that enables teachers to monitor student mastery. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

EFFECTIVE SCHOOLS - Curriculum Development and Instructional Design in the Effective Schools Process
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.