The Great Curriculum Debate: How Should We Teach Reading and Math?.

By Tom Loveless. 2001

60 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/cc6e67deb64129449063b1e80e914bc760d9c1f9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Laura Desimone
2. R. Berry
3. M. Ellis
4. D. Long
5. Thomas M. Smith
6. Koji Ueno
7. Mimi Engel
8. D. Baker

Citations in the corpus

• Teacher Effects and the Achievement Gap: Do Teacher and Teaching Quality Influence the Achievement Gap between Black and White and High- and Low-SES Students in the Early Grades? (2010, background): “The characteristics of effective teaching and teachers are varied and complex, and there is no firm consensus on what “good” teaching looks like (see Loveless, 2001).”
• Academic Content, Student Learning, and the Persistence of Preschool Effects (2014, background): “…Rittle-Johnson and Alibali (1999) found that both conceptual and procedural instruction were important for student learning in mathematics, and Gamoran (2001) found exposure to advanced content to be a particularly important predictor of student learning in mathematics at the high school…”
• The Paradigm Shift in Mathematics Education: Explanations and Implications of Reforming Conceptions of Teaching and Learning (2015, background): “The controversy that has erupted in recent years over how best to approach mathematics education (see, for example, Kilpatrick, 1997; Loveless, 2001; Wu, 1997) is evidence of the tension caused by a paradigm shift.”
• Classroom Culture, Mathematics Culture, and the Failures of Reform: The Need for a Collective View of Culture (2012, methodology): “…documented that procedural mathematics teaching is associated with numerous negative outcomes for students, from a lack of conceptual understanding, to the inability to solve real-world problems, to compliance and overreliance on the teacher as authority figure (Battista, 2001; Ross et al., 2002).”
• Beyond the Reading Wars: Exploring the Effect of Child-Instruction Interactions on Growth in Early Reading (2004, background): “E-mail: cconnor@fcrr.org There has been long-standing controversy regarding the best way to teach children how to read (Ravitch, 2001).”
• Mathematics and Learning Disabilities (2004, background): “Yet another complication arises from contention regarding instructional goals and approaches (Loveless, 2001), which in turn may influence whether a particular deficit would be considered a learning disability at all.”
• Assessing Barriers to the Reform of U.S. Mathematics Instruction From an International Perspective (2005, background): “…Instruction In contrast, another side of the debate contends that “reform” teaching is not consistent with how children learn and is doomed to fail, while direct and explicit instruction appears to be a more effective strategy (Geary, 1994, 2001; Slavin, Madden, Karweit, Livermon, & Dolan, 1990).”