NSF Award Abstract - #0228343| NSF Award Abstract - #0228343 |
| NSF Org | REC |
| Latest Amendment Date | September 20, 2004 |
| Award Number | 0228343 |
| Award Instrument | Continuing grant |
| Program Manager |
James S. Dietz REC Division of Research, Evaluation and Communication EHR Directorate for Education & Human Resources |
| Start Date | January 1, 2003 |
| Expires | December 31, 2004 (Estimated) |
| Awarded Amount to Date | $2155286 |
| Investigator(s) |
Carrie Leana (Co-Principal Investigator) |
| Sponsor |
University of Pittsburgh 350 Thackeray Hall Pittsburgh, PA 15260 412/624-7400 |
| NSF Program(s) | EDUCATIONAL RESEARCH INITIATIV |
| Field Application(s) | 0116000 Human Subjects |
| Program Reference Code(s) |
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| Program Element Code(s) |
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This project will study scaling-up of curriculum adoption in elementary school mathematics. The researchers propose to develop a theoretically-driven model of the conditions necessary for successful scale-up of interventions using a human and social capital approach. Specifically, the investigators will explore: 1. How human and social capital within the school interact to affect the breadth, depth and endurance of curricular implementation; 2. How the characteristics of the curriculum moderate the relationship between human and social capital and implementation; 3. How district strategies influence the human and social capital in schools via the structure and organization of professional development opportunities and curriculum roll-out strategies; 4. How the breadth, depth and endurance of implementation of a research-based curriculum ultimately influence student achievement. To assess these questions, the investigators propose to examine the scale-up of two research-based elementary-level mathematics programs in four urban school districts (including three conventional districts and the Edison Schools). They will use a quasi-experimental, nested, mixed method design to examine the conditions and factors that support and impede the successful large-scale implementation of promising programs as well as the changes in student achievement that ultimately result from implementation. The design leverages the multiple levels at which scale-up plays out (teacher, school, and district). The interdisciplinary team of researchers undertaking the study at LRDC and RAND is forging connections across multiple disciplines, including cognitive psychology, educational sociology, organizational behavior, human resource management, statistics, and public policy.