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title: Curriculum Coherence: An Examination of US Mathematics and Science Content Standards from an International Perspective
created: 2023-02-01T21:25:19+00:00
modified: 2023-02-08T17:58:20+00:00
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abstract description: In recent years, US curriculum policy has emphasized standards‐based conceptions of curricula in mathematics and science. This paper explores the data from the Third International Mathematics and Science Study (TIMSS) to argue that the presence of content standards is not sufficient to guarantee curricula that lead to high‐quality instruction and achievement. An examination of the content topics covered in each grade of a group of six of the highest‐achieving TIMSS countries in mathematics and science shows a pattern in which new topics are gradually introduced, are a part of instruction for a few grades, and then often leave the curriculum as separate topics. This contrasts sharply with mapping of topics in the various US national standards in mathematics and science. Topics enter and linger, so that each grade typically devotes instructional attention to many more topics than is typical of the six high‐achieving countries; in addition, each topic stays in the curriculum for more grades than in the high‐achieving countries. An examination of mathematics and science content standards from 21 states and 50 districts in the US shows a pattern more like that of the US national standards than those of the high‐achieving TIMSS countries. While content standards have become integral to US curriculum development and reform, they have yet to reflect the coherence that is typical of countries that achieved significantly better than the US in the TIMSS study.
author: Schmidt, William H.
author: Wang, Hsing Chi
author: McKnight, Curtis C.
date: 2005
in publication: Journal of Curriculum Studies
volume: 37
issue: 5
pages: 525-559
resource type: Research/Scholarly Media
status: Published Text
genre: Empirical
keywords: academic achievement
keywords: curriculum
keywords: curriculum content
keywords: mathematics
keywords: science curriculum
keywords: standards
open access: No
peer: Yes
issn: 0022-0272
doi: https://doi.org/10.1080/0022027042000294682
url: https://doi.org/10.1080/0022027042000294682
apa: Schmidt, W. H., Wang, H. C., & McKnight, C. C. (2005). Curriculum Coherence: An Examination of US Mathematics and Science Content Standards from an International Perspective. Journal of Curriculum Studies, 37(5), 525–559. https://doi.org/10.1080/0022027042000294682
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class: ire:JournalArticle
year: 2005
date added: 2/1/2023 20:36
date modified: 2/1/2023 20:41
date accessed: 2/1/2023 20:36
short title: Curriculum Coherence
catalog: Taylor and Francis+NEJM
extra: Publisher: Routledge _eprint: https://doi.org/10.1080/0022027042000294682
attach file: C:\Users\huynh\Zotero\storage\SZASR7G5\Schmidt et al. - 2005 - Curriculum coherence an examination of US mathema.pdf

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https://doi.org/10.1080/0022027042000294682
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display title: Coherent Instructional Systems at the School and School System Levels in the United States