Reform of Secondary Mathematics Education in High-Performing Rural Schools. Working Paper No. 36

Autor/inn/en	Howley, Aimee; Howley, Craig B.; Helm, Virginia
Institution	Ohio Univ., Athens. Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics.
Titel	Reform of Secondary Mathematics Education in High-Performing Rural Schools. Working Paper No. 36
Quelle	(2007), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	State Standards; Mathematics Teachers; Educational Change; Rural Schools; National Standards; Mathematics Education; Academic Standards; High Achievement; Case Studies; Secondary School Mathematics; Interviews; Observation; Teacher Attitudes; Educational Improvement; Conventional Instruction; Teaching Methods; Culturally Relevant Education; Low Income Groups; High Risk Students; Mathematics Achievement + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Bildungsreform; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Mathematische Bildung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Lehrerverhalten; Teaching improvement; Unterrichtsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Problemschüler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Rural schools, like others in the nation, are enjoined to use national and state standards as the basis for educational reform. Moreover, national standards for mathematics education were established early (1989) and have been disseminated widely. Nevertheless, little is known about the dynamics of standards-based reform of mathematics in rural schools. This paper reports findings from a set of four case studies of mathematics education in rural secondary schools to provide insights into the dynamics of instructional reform. Analysis of data from interviews, observations, and documents revealed two emergent themes: (1) math teachers address calls for improvement by building on traditional practices and (2) math teachers meld traditional and reform practices. (Author).
Anmerkungen	Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM). Research Initiative, McCracken Hall, College of Education, Ohio University, Athens, OH 45710. Tel: 740-593-9869; Web site: http://www.acclaim-math.org/clearinghouse.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10