Failure to Launch: Oklahoma's Academic Standards in Mathematics

Autor/inn/en	Raymond, Kate M.; Reeder, Stacy
Titel	Failure to Launch: Oklahoma's Academic Standards in Mathematics
Quelle	In: Investigations in Mathematics Learning, 12 (2020) 2, S.82-95 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
DOI	10.1080/19477503.2019.1630546
Schlagwörter	Academic Standards; State Standards; Mathematics Achievement; Mathematics Instruction; Teacher Attitudes; Curriculum Implementation; Educational Practices; Faculty Development; Elementary Secondary Education; Elementary School Teachers; Middle School Teachers; High School Teachers; Mathematics Teachers; Teacher Influence; Oklahoma + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Lehrerverhalten; Bildungspraxis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Mathematics; Mathematik
Abstract	Teachers' perceptions of written curriculum influence the way in which they use the curriculum. As multiple states begin to implement state specific standards, understanding the perceptions teachers may have of these standards is critical. This study used quantitative and qualitative methods to investigate the perceptions teachers had of one state's new standards a year after implementation. Data was themed and coded for factors that influenced teachers' perceptions, reported changes in teachers' practices, and perceived strengths and weaknesses of the state standards. Professional development emerged as a key factor that influenced teachers' perceptions of the state standards. Lack of resources, uncertainty regard depth of knowledge required by the standards, a quick implementation process, and lack of alignment of standardized test emerged as weaknesses across all teachers. However, the perceived strength differed; teachers who had experienced professional development focused on the standards were more likely to view the included processes standards as strengths, and reported greater change in their focus on these process standards. While the findings show that ongoing professional development is needed, they also point to the influence of even minimal professional development and the need for systematic support for teachers as new standards are implemented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01