Strategic Compromise: A Student Teacher's Design of Kindergarten Mathematics Instruction in a High-Stakes Testing Climate

Autor/in	Lloyd, Gwendolyn M.
Titel	Strategic Compromise: A Student Teacher's Design of Kindergarten Mathematics Instruction in a High-Stakes Testing Climate
Quelle	In: Journal of Teacher Education, 58 (2007) 4, S.328-347 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487107305260
Schlagwörter	Teaching Methods; Kindergarten; Interests; Student Teachers; High Stakes Tests; Mathematics Instruction; Preservice Teachers; Educational Strategies; Instructional Effectiveness; Equal Education; Urban Schools; Mathematics Curriculum; Teacher Education; United States + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsinteresse; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Mathematics lessons; Mathematikunterricht; Lehrstrategie; Unterrichtserfolg; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerausbildung; Lehrerbildung; USA
Abstract	This report describes one preservice teacher's development of mathematics instruction during her student-teaching internship in a kindergarten classroom at a low-performing, urban elementary school. A framework of social strategies was used to describe the student teacher's use of strategic compromise as a way to deal with competing pressures and goals related to kindergarten mathematics instruction at her placement school. As she designed her mathematics instruction, she found ways of adapting to the school climate that allowed room for her own interests and goals, while also accepting some modifications to those interests and goals. The student teacher's resulting mixed instructional practice has implications for and raises questions about the preparation of teachers in the current high-stakes accountability climate in the United States. (Contains 1 table and 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10