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ERIC Number: ED365523
Record Type: RIE
Publication Date: 1993-Apr
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effects of Central Control on Classroom Practice.
Glidden, Peter L.
This study investigated the effects of central control of mathematics content or examinations on classroom practice. Data from Population B of the Second International Mathematics Study was used to examine United States, British Columbia, and Ontario teachers' responses to questions concerning the amount of agreement among teachers about which mathematics topics to teach, teachers' reasons for deciding what to teach, and teachers' reasons for deciding how to teach. Results are discussed in two parts: (1) the results of the curriculum and policy analysis are presented to provide a context for the quantitative analysis of the effects of central control, and (2) quantitative analysis shows that where there is central control, there is more agreement among teachers on what principal mathematical content to teach. British Columbia teachers exhibited the most agreement, followed by AP Calculus, Ontario, and Non-AP Calculus. Teachers indicated they teach topics because they are in the syllabus or on an external examination. By contrast, the data on teachers' decisions on how to teach reveal that the instruments of central control are less influential. (MDH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Canada; Second International Mathematics Study
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 1993).