ERIC Number: ED370770
Record Type: Non-Journal
Publication Date: 1993
Reference Count: N/A
School-Level Reform and the Teaching/Learning of Mathematics.
Secada, Walter G.; Byrd, Lisa
NCRMSE Research Review, v2 n2 p5-8 Spr 1993
Analysis of reform efforts must include the school as a whole unit, since teachers and policy makers alike face challenges when they try to implement change in the larger context of the school. Four key constructs provide a framework for study of school-level reform: collective action, student experiences in mathematics, equity, and ideal practice. Initial tabulation of data from a survey of 200 schools that were nominated as sites where substantive reform in mathematics education has been achieved showed that 85.9% of teachers indicated strong support for their school's efforts to reform and 88.9% agreed or strongly agreed that the goals and priorities for their school's mathematics courses were clear. More than 31% did not think that mathematics teachers in their school made conscious efforts to coordinate classes or assessment practices. Additional information on the 5-year study can be obtained from the National Center for Research in Mathematical Sciences Education. (MKR)
Descriptors: Educational Change, Educational Cooperation, Elementary Secondary Education, Equal Education, Holistic Approach, Mathematics Education, Student Experience, Surveys, Teaching Methods, Transitional Schools
National Center for Research in Mathematical Sciences Education, University of Wisconsin-Madison, 1025 W. Johnson Street, Madison, WI 53706.
Publication Type: Journal Articles
Education Level: N/A
Sponsor: Wisconsin Center for Education Research, Madison.
Authoring Institution: National Center for Research in Mathematical Sciences Education, Madison, WI.