A View from the Inside: Teachers' Perceptions of the MDC Initiative and Their Use of the Formative Assessment Lessons

Institution	Research for Action
Titel	A View from the Inside: Teachers' Perceptions of the MDC Initiative and Their Use of the Formative Assessment Lessons
Quelle	(2011), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	State Standards; Formative Evaluation; Suburban Schools; Rural Schools; Pilot Projects; Networks; Secondary School Teachers; Teaching Methods; Core Curriculum; Curriculum Implementation; Secondary School Mathematics; Mathematics Education; Mathematics Instruction; Lesson Plans; Inservice Teacher Education; School Districts; Alignment (Education); Learner Engagement; Educational Policy; State Policy; Program Implementation; Program Effectiveness; Program Evaluation; Guidelines; Philanthropic Foundations; Mathematics Teachers; Teacher Attitudes; Interviews; Observation; Statistical Analysis; Teacher Surveys; Kentucky; New York; North Carolina; Tennessee + Suchen Sie Ihr Suchwort? Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Pilot project; Modellversuch; Pilotprojekt; Teaching method; Lehrmethode; Unterrichtsmethode; Kerncurriculum; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Lesson planning; Unterrichtsplanung; Lehrerfortbildung; School district; Schulbezirk; Politics of education; Bildungspolitik; Programme evaluation; Programmevaluation; Richtlinien; Philanthropismus; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Interviewing; Interviewtechnik; Beobachtung; Statistische Analyse
Abstract	The Bill and Melinda Gates Foundation has invested in the development and dissemination of instructional tools to support teachers' incorporation of the Common Core State Standards (CCSS) into their classroom instruction. Math experts have developed formative assessment lessons (FALs) that teachers can incorporate throughout the year's curriculum. The Foundation has asked RFA to study teachers' early adoption of the FALs, focusing particularly on their response to and use of the lessons. The lessons were piloted in urban, rural, and suburban school districts in four states and two national networks of schools during the 2010-11 school year, which is referred to as Year 1 in this booklet. This booklet is a synthesis of what the authors learned from practitioners over the course of the pilot year, 2010-11. It highlights how Math Design Collaborative (MDC) worked in schools and includes what teachers can expect when using the formative assessment lessons (FALs), points out promising practices, as well as teachers' early impressions about MDC's impact on their teaching and student learning. (ERIC).
Anmerkungen	Research for Action. 3701 Chestnut Street, Philadelphia, PA 19104. Tel: 215-823-2500; Fax: 215-823-2510; e-mail: info@researchforaction.org; Web site: http://www.researchforaction.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10