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ERIC Number: ED520367
Record Type: Non-Journal
Publication Date: 2010
Pages: 203
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1242-4504-1
Perception and Implementation of the Ohio Academic Content and Process Standards for Mathematics among Middle School Teachers
Nichols, Suzanne Denise
ProQuest LLC, Ph.D. Dissertation, Ohio University
This dissertation describes findings of a qualitative study using a grounded theory methodology to explore teacher perceptions and implementation of the Ohio Academic Content Standards for Mathematics. Teachers who have knowledge of the Standards and have participated in professional development that builds on that knowledge do not always teach in a way that is indicative of standards-based instruction. This study examines the disconnect between teachers' espoused beliefs about standards-based instruction and what students eventually experience in their classroom. Classroom practice of twelve teachers was explored through interviews, observations, and surveys of lesson plans and assessments. Not all teachers in this study had a thorough understanding of the Standards. For many, standards-based instruction meant teaching the Standards. The Standards involved mathematics content with little or no attention paid to the mathematical process standards. For many, Standards were a checklist of unitized grade-level indicators teachers were responsible for teaching, and the teachers' effectiveness in teaching this checklist could be evaluated based on students' test scores on standardized tests. Teachers' perception of their role and responsibilities could be categorized into three distinct groups--performance, compliance, and resistance--with each group having a differing perception made up of a compilation of ideas about the Standards, testing, teacher beliefs, and practice. Regardless of teacher perception, teachers' decisions about classroom practice were purposeful. Teachers taught in a way they believed to be most likely to bring about desired results. Levels of teacher efficacy were associated with their success at achieving those desired results. Foundationally, teachers believed that their responsibility to students was based upon what was fundamental to their job. Some teachers approached teaching mathematics from a school mathematics perspective in which school mathematics was of the utmost importance. Their job was to prepare students to understand mathematics on a deeper, conceptual level in order to build a foundation for the mathematics students would encounter throughout life and, more immediately, throughout future mathematics course. Other teachers approached teaching mathematics from an assessed curriculum perspective in which teaching mathematics standards in order to prepare students to achieve at acceptable levels on high-stakes tests was their job. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio