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ERIC Number: ED524291
Record Type: Non-Journal
Publication Date: 2010
Pages: 197
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1241-3755-1
Teacher Sensemaking and the Implementation of a District-Wide Curricular and Instructional Reform
Fendt, Carol R.
ProQuest LLC, Ph.D. Dissertation, University of Illinois at Chicago
This qualitative research focuses on 15 teachers' sensemaking and implementation of standards-based mathematics curricular reform in Chicago Public Schools. Data for this study include interviews, focus groups, and observations of teacher during the course of their implementation of one of four standard-based mathematics curriculum adopted by the districts' Chicago Math and Science Initiative: Everyday Math, Math Trailblazers, Connected Math, or Math Thematics. Rubrics were developed to measure both the sense teachers make and their implementation of the reform. Positive relationships were found between teachers' sense and their level of implementation such that implementation oriented sensemakers tended to be high implementers while non-implementation oriented sensemakers tended to be low implementers of the reform. Few teachers made changes in their sense or implementation over the five years of the study. Additional findings revealed that implementation oriented sensemakers and high implementers were influenced by a system of factors working together at the school-level. This interactive system of supports included voluntary adoption of the reform, professional development in the use of the reform materials, and strong supportive principals, school-level coaches, and colleagues committed to the reform. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois