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ERIC Number: EJ1112925
Record Type: Journal
Publication Date: 2016-Sep
Pages: 6
Abstractor: ERIC
ISSN: ISSN-0025-5769
How Administrators' Messages Influence Teacher Practice
Marynowski, Richelle
Mathematics Teacher, v110 n2 p104-109 Sep 2016
Many students in the United States, Canada, and around the world are required to take externally developed examinations. In many cases, these examinations are considered high stakes, and thus teachers spend time in class ensuring that their students are ready for the tests. After speaking with secondary math teachers about their experiences, the author realized that even though many teachers may use the phrase "preparing students to take an exam" to describe what they do in their classrooms, they may have different motivations for doing this task. This article presents case studies of two teachers, Marla and Vanessa, who use the same language of "preparing their students" to take an external math examination. These teachers talk quite differently about their motivations, which are influenced by messages about student performance they receive from their school administrators. Implications provided by these case studies for teachers and school administrators follow.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 12; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A