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ERIC Number: ED370770
Record Type: Non-Journal
Publication Date: 1993
Pages: 5
Abstractor: N/A
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)
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
Audience: N/A
Language: English
Sponsor: Wisconsin Center for Education Research, Madison.
Authoring Institution: National Center for Research in Mathematical Sciences Education, Madison, WI.