1995 Implementation Status of Mathematics and Science Reform in Iowa: Based on Teachers' Concerns, Professional Activity, and Philosophical Beliefs.

Autor/in	Fagan, Patsy J.
Titel	1995 Implementation Status of Mathematics and Science Reform in Iowa: Based on Teachers' Concerns, Professional Activity, and Philosophical Beliefs.
Quelle	(1996), (122 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Development; Educational Change; Elementary Secondary Education; Mathematics Curriculum; Science Curriculum + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform
Abstract	This study presents research into the reform in school curriculum programs in Iowa for mathematics and science being implemented by the National Council of Teachers of Mathematics and the National Research Council. Outcomes of the study include: (1) a status report about teachers' concerns regarding adoption of the mathematics/science curriculum reform; (2) research data regarding gender, years of teaching, educational background, level of teaching, participation in mathematics education organizations, and philosophical alignment with reform issues; and (3) feedback to curriculum directors regarding intervention strategies to assist teachers in adopting reform. Data was collected from a sample of secondary and middle school mathematics and science teachers, as well as teachers of grades K-4. A large number of mathematics teachers expressed negative attitudes toward the reform effort due in part to lack of resources and administrative support. Science teachers had more positive attitudes toward reform. Teachers active in state or national mathematics or science organizations are more successfully implementing curriculum reform and have more positive attitudes toward the effort. (AIM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01