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Permanent link (DOI): https://doi.org/10.7939/R30M36

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Exploring and Measuring Curriculum Alignment Practices in the Classroom: A Mixed Method Approach Open Access

Descriptions

Other title
Subject/Keyword
curriculum alignment
intended, enacted, assessed curricula
cognitive complexity
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Seitz, Paolina
Supervisor and department
Rogers, Todd (Education Psychology
Examining committee member and department
Rogers, Todd (Education Psychology)
Rinaldi, Christina (Education Psychology)
Foster, Rosemary (Policy Studies)
Buck, George (Education Psychology)
Glanfield, Florence (Secondary Education)
Klinger, Don (Education Psychology - Queen's University)
Department
Department of Educational Psychology
Specialization
Measurement, Evaluation and Cognition
Date accepted
2014-12-22T14:04:37Z
Graduation date
2015-06
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
The study examined curriculum alignment among the intended, the enacted, and the assessed curricula in Grade 9 mathematics in two domains: content/operations and cognitive processes. The Program of Studies was used to determine the content operations. The Delphi Process was used to identify the cognitive levels for the intended curriculum. Classroom observations were used to capture the enacted curriculum, and End of the Unit tests were used to determine the assessed curriculum. Results indicated that curriculum alignment among the intended, enacted and assessed curricula for the mathematics content/operations was quite high (97% alignment). In contrast, curriculum alignment among the intended, enacted and assessed curricula for the cognitive processes was quite low (7.3% alignment). This study makes a contribution towards understanding the quality of the relationship among the intended, enacted and assessed curricula in mathematics education. The methodological framework provides a model for subsequent research on curriculum alignment among the three components of the education system.
Language
English
DOI
doi:10.7939/R30M36
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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