A Mixed Methods Study of Elementary Teachers' Experiences with and Perspectives on the CCSS-Mathematics [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).

Autor/inn/en	Swars, Susan Lee; Chestnutt, Cliff
Titel	A Mixed Methods Study of Elementary Teachers' Experiences with and Perspectives on the CCSS-Mathematics [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).
Quelle	(2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mixed Methods Research; Elementary School Teachers; Mathematics Instruction; Common Core State Standards; Urban Schools; Questionnaires; Teacher Surveys; Interviews; Familiarity; Teacher Competencies; Teacher Attitudes; Pedagogical Content Knowledge; Alignment (Education); Readiness; English Language Learners; Professional Development Schools; Comparative Analysis + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Common core curriculum; Curriculum; Kerncurriculum; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Fragebogen; Interviewing; Interviewtechnik; Lehrkunst; Lehrerverhalten; Pädagogische Kompetenz
Abstract	This mixed methods study explored elementary teachers' (n = 73) experiences with and perspectives on the newly implemented CCSS-Mathematics at a high-needs, urban Professional Development School in a state where roll-out of the standards has been fraught with opposition. Analysis of the survey, questionnaire, and interview data reveals the findings cluster around: familiarity with and preparation to use the standards; implementation of the standards, including incorporation and teacher change; and tensions associated with enactment of the standards. Notably, the teachers believed in the merit of the standards but were constrained by their inadequate content knowledge, limited aligned curricular resources, lack of student readiness, and a perceived mismatch with ELLs. The results illuminate the professional needs of teachers during this critical time of transition and also add to the scant research in this area. [For the complete proceedings, see ED583989.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01