TY - JOUR
AU - Beckerman, Terrill M.
AB - CURRICULUM STUDIES, 1978, VOL. 10, NO. 1. 75-81 Curriculum Pacing: Some Empirical Data in Mathematics Thomas L. Good Douglas A. Grouws Terrill M. Beckerman University of Missouri-Columbia Introduction In the past decade, several pieces of research evidence have emerged to suggest that instructional pace is an important variable that influences student achieve- ment. Some of the best support for pacing has come from the theoretical frame- work provided by two Swedish investigators. Dahloff and Lundgren have argued that teachers use cues from students to determine when to end a topic.1'2 More precisely they contend that the pace at which a given class' moves through the curriculum and the amount of material that students are exposed to is influenced by the 'steering group' (students who are in the 10-25 percentile aptitude rank within the classroom). Specifically, they argue that 'steering' phenomena are controlled by three general factors: instructional goals, sequence and complexity of content units, and total amount of instructional time available. They contend that when teachers believe that their goal is to get as many pupils as possible to cover as much material as possible, then teachers are especially likely to use the 10-25 percentile range as the steering 
TI - Curriculum Pacing: Some Empirical Data in Mathematics
JF - Journal of Curriculum Studies
DO - 10.1080/0022027780100106
DA - 1978-01-01
UR - https://www.deepdyve.com/lp/taylor-francis/curriculum-pacing-some-empirical-data-in-mathematics-DTePN0y2Er
SP - 75
EP - 83
VL - 10
IS - 1
DP - DeepDyve
ER -