对K-2核心识字课程的州级审查材料的内容分析
Alisha Demchak1, Katlynn Dahl-Leonard2, Emily J Solari3
1Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, USA. and3u@virginia.edu.
Annals of dyslexia
|June 5, 2025
概括
国家对K-2核心识字课程的审查显示,评估材料的差异很大. 改进这些材料和流程可以提高全国的识字指导和学生成果.
科学领域:
- 教育政策 教育政策
- 识字研究 识字研究
- 课程开发 课程开发
背景情况:
- 近几十年来,越来越多的州立法旨在改善学生的识字成果.
- 许多州正在审查核心识字课程,使用评估系统来识别高质量的教学材料.
- 各州为这些课程审查使用的具体材料尚不清楚.
研究的目的:
- 确定进行K-2核心识字课程审查的州.
- 检查在这些州级审查中使用的评估材料.
- 评估审查材料与基于证据的识字实践的一致性.
主要方法:
- 对K-2核心识字课程审查文件的内容分析.
- 包括来自24个参与国家的数据.
- 审查审查材料中的变化和对齐的检查.
主要成果:
- 从24个州的课程审查材料中发现了显著的变化.
- 初步证据表明,审查材料反映了一些基于证据的内容和教学方法.
- 已经确定了与某些基于证据的识字实践更好地协调的潜力.
结论:
- 进一步调查K-2核心识字课程审查材料和流程是必不可少的.
- 确保审查的明确性和一致性有利于教育工作者,政策制定者和出版商.
- 跨州合作和持续关注基于证据的方法可以改善识字指导和结果.
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