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ERIC Number: ED425067
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 25
Abstractor: N/A
Reference Count: N/A
Variability in Teachers' Responses to Standards-Based Mathematics Reform.
Haug, Carolyn
Motivated by three separate policies (Goals 2000: Educate America Act of 1994, Colorado's Education Reform of 1993 House Bill 1313, and the Standards of the National Council of Teachers of Mathematics), Colorado school districts are grappling with implementation issues surrounding mathematics standards. Teachers in two school districts differing in socio-economic status, district size, and setting participated in this study of how standards-based reform impacted their curricular and instructional practices. Over 30 interviews and classroom observations, and numerous district and classroom documents produced the qualitative data for domain analyses. Results indicate that there is great variability among teachers' perceptions of standards-based reform, and that this variability is reflected in their classroom practices. Many teachers interpreted the reform as a requirement for surface level changes and followed through with classroom changes such as reorganizing and fine-tuning the curriculum. A few teachers understood standards-based reform to be more complex but usually their reform efforts were diminished by other pressing problems. Contains 22 references. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado