ERIC Number: ED441676
Record Type: RIE
Publication Date: 2000-Apr
Reference Count: N/A
The Dynamics of Implementing and Sustaining Standards-Based Mathematics Curricula in Middle Schools.
Bay, Jennifer M.
This study examined both district-level and teacher-level considerations in the implementation of standards-based middle school mathematics curriculum. In particular, the following questions were addressed: (1) What district-level constraints and considerations impact decisions regarding implementation of a standards-based middle school mathematics curriculum? and (2) How do individual teachers within a district respond to the decision to implement standards-based middle school mathematics curriculum, to what extent is their implementation faithful to the philosophy of the standards-based curriculum, and why and in what ways has their instruction changed as a result of this implementation? A two-tier case study design was used to examine the district- and classroom-level issues related to full implementation of standards-based mathematics curriculum. Two districts that underwent recent curriculum change were chosen as district case study sites. Within each district, three teachers were selected as case studies. Each teacher was teaching from the standards-based curriculum but had varying degrees of professional development and prior experience with the curriculum. It was concluded that implementing standards-based mathematics curriculum throughout a system is a complex process. The existence of a standards-based text supports teachers who want to and know how to implement standards-based practices, facilitating their efforts to change their teaching. The texts alone, however, do not result in different teaching capable of being adapted to more traditional practices. Regardless of teachers' instructional practices, new curricula do, by their existence, solicit attention from stakeholders in the community. (Contains 20 references.) (ASK)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).