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ERIC Number: ED452214
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 26
Abstractor: N/A
Performance-Based Instruction: What Does It Look Like in the Elementary Mathematics Classroom?
Jones, Ken
This case study describes what performance-based instruction looks like when committed teachers implement it in the classroom. The focus is elementary mathematics. A literature review revealed five aspects of performance-based classrooms: (1) epistemology; (2) curriculum orientation; (3) assessment paradigm; (4) instructional strategies; and (5) role expectations. These aspects were considered in the study, which took place in Kentucky where a mathematics portfolio had been mandated for state assessment purposes. A series of interviews with 10 teachers was supplemented by a year-long in-depth study of 2 of these teachers who were judged to have the highest performance-based instruction implementation. Data reveal some underlying characteristics of the performance-based classroom. It is a caring classroom characterized by connectionist learning theory and a thinking and doing curriculum and diverse opportunities to learn with ongoing assessment, feedback, and adjustment. On the basis of this study, a nascent conceptual framework may be constructed around the construct of performance-based instruction. (Contains 70 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A