Standards-Based Reform of Mathematics Education in Rural High Schools

Autor/inn/en	Howley, Aimee; Larson, William; Andrianaivo, Solange; Rhodes, Megan; Howley, Marged
Titel	Standards-Based Reform of Mathematics Education in Rural High Schools
Quelle	In: Journal of Research in Rural Education, 22 (2007) 2, S.1-12 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-0670
Schlagwörter	State Standards; High Schools; Individualized Instruction; Mathematics Education; Educational Change; Rural Areas; Interviews; Principals; Accountability; Ohio + Suchen Sie Ihr Suchwort? High school; Oberschule; Individualisierender Unterricht; Mathematische Bildung; Bildungsreform; Rural area; Ländlicher Raum; Interviewing; Interviewtechnik; Principal; Schulleiter; Verantwortung
Abstract	Researchers interviewed rural high school principals in order to learn about reform of mathematics education in their schools. Twenty principals from three rural regions of Ohio participated. A member of the research team conducted a semi-structured interview with each principal. Analysis of interview data suggested that schools were undertaking reform of mathematics education in response to state accountability standards and tests. Principals understood the reforms in a cursory way, recognizing that the reform agenda focused in a general sense on math for understanding, technology, and real world applications of mathematics. Their responses indicated that the reforms adopted at their schools neither fully embraced the reform agenda nor completely ignored it. Instead, the reforms tended to entail incremental changes involving curriculum alignment, minor modifications of curriculum content, and provision of individualized instruction. The Interview Schedule is appended.(Contains 1 table and 3 footnotes.) (Author).
Anmerkungen	College of Education and Human Development. 5766 Shibles Hall, University of Maine, Orono, ME 04469. Tel: 207-581-2761; Web site: http://www.umaine.edu/jrre/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10