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ERIC Number: EJ915552
Record Type: Journal
Publication Date: 2010-May
Pages: 15
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0036-6803
Mathematics Teachers' Instructional Practices in an Era of High-Stakes Testing
Vogler, Kenneth E.; Burton, Megan
School Science and Mathematics, v110 n5 p247-261 May 2010
This study explored mathematics teachers' instructional practices in the context of high-stakes testing. Data were obtained from a survey instrument given to a stratified sample of Mississippi and Tennessee teachers who teach the same content tested on their state's high school graduation examination. An analysis showed teachers using a balance of standards-based and traditional practices and tools, including textbook-based assignments, calculators, open-response questions, supplementary materials, and multiple-choice questions. Over 90% of teachers from both states felt that an "interest in helping my students attain test scores that will allow them to graduate high school" was a factor influencing their instructional practices. This was followed by an "interest in helping my school improve high school graduation examination scores," and "belief these are the best instructional practices." (Contains 7 tables.)
John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mississippi; Tennessee