Guiding Teachers in the Use of a Standards-Based Mathematics Curriculum: Teacher Perceptions and Subsequent Instructional Practices after an Intensive Professional Development Program

Autor/inn/en	McGee, Jennifer R.; Wang, Chuang; Drew, Polly
Titel	Guiding Teachers in the Use of a Standards-Based Mathematics Curriculum: Teacher Perceptions and Subsequent Instructional Practices after an Intensive Professional Development Program
Quelle	In: School Science and Mathematics, 113 (2013) 1, S.16-28 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/j.1949-8594.2012.00172.x
Schlagwörter	Mathematics Curriculum; Mathematics Teachers; Mathematics Instruction; Faculty Development; Teacher Improvement; Teacher Attitudes; Interviews; Observation; Academic Standards; Knowledge Base for Teaching; Pedagogical Content Knowledge; Instructional Effectiveness; Mathematics Achievement; Elementary School Mathematics; Elementary School Teachers; Grants; Urban Schools; Suburban Schools; Cooperative Planning; Teacher Collaboration; Team Teaching; Workshops; Teacher Leadership; Attitude Change; Inservice Teacher Education; Professional Development + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Lehrerverhalten; Interviewing; Interviewtechnik; Beobachtung; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elementare Mathematik; Schulmathematik; Elementary school; Grundschule; Volksschule; Grant; Finanzielle Beihilfe; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Lehrerkooperation; Teamteaching; Lernwerkstatt; Schulung; Lehrerfunktionsstelle; Attitudinal change; Einstellungsänderung; Lehrerfortbildung
Abstract	Reforms in mathematics education call for K-12 teachers to employ standards-based pedagogies, which embody the National Council for Teachers of Mathematics' principles and standards. In order to effectively support teachers' implementation of standards-based curricula, professional development must be provided that meets teachers' needs. The professional development program in this study focused on the implementation of a standards-based mathematics curriculum entitled "Investigations in Number, Data, and Space (Investigations)." This study uses Guskey's framework as a guide to examining teachers' perceptions of the impact of the professional development that they received; their perceptions of mathematics teaching and learning; and how elements of the professional development translated into practice. Twenty-two participants were randomly selected from the 53 professional development participants to be interviewed and observed during their mathematics teaching. Using a constant comparison method, the data sources in this study highlighted themes surrounding teachers' experiences with professional development and the implementation of the curricula. The analysis of the data sources in this study highlighted themes surrounding teachers' experiences with professional development: teachers as learners, teachers as self-evaluators, shifting paradigms, enactment of professional development content into practice, and the influence of the state standardized mathematics test. The results of this study have several implications for future professional development and also highlight some of the more general issues that teachers face when attempting to enact new knowledge and skills into their practice. (Contains 3 tables.) (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10