Download full textERIC Number: ED181006
Record Type: Non-Journal
Publication Date: 1979-Dec
Pages: 33
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Teacher Autonomy and the Control of Content Taught. Research Series No. 24.
Porter, Andrew C.; And Others
Research identifying potential influences on teachers' decisions about the content of instruction is described. Selected findings are presented in order to show the value of three approaches to analyzing content variation and its determinants in elementary school mathematics: (1) content analysis of the mathematics presented or advocated by instructional materials, teachers, and other persons; (2) teacher perceptions of how they would choose content in hypothetical situations; and (3) documentation of the mathematical content covered in selected classrooms, together with analysis of the pressures and incentives impinging on these classrooms. (Authors/JD)
Descriptors: Academic Achievement, Content Analysis, Course Content, Elementary Education, Instructional Materials, Mathematics, Research Methodology, Teacher Influence, Teacher Role, Testing, Textbook Content
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48825 ($3.75)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Grant or Contract Numbers: N/A
