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Marshaling Resources for Reform [microform] : District Administrators and the Case of Mathematics. Research Report 95-2 / Jeremy N. Price and Others
Bib ID 5583670
Format BookBook, MicroformMicroform, OnlineOnline
Author
Price, Jeremy N
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1995 
26 p. 
Summary

Contemporary reforms lobby for deep changes in mathematics teaching and learning, yet classroom practice continues, in many places, to be as conventional as ever. This study examines how one mid-sized urban school district marshaled resources for change in mathematics instruction. The study involved a 3-year observation of a small group of teachers, an analysis of the allocation of resources, and interviews with principals and central office staff to explore the impact of administrator attitudes and agendas on change in mathematics instruction. Teacher observation found that, though all eleven focal teachers were using new "reform-oriented" mathematics textbooks and most added some manipulatives and problem solving to their teaching, only one teacher seemed deeply involved in the ideas of the mathematics reforms. Resources available for reading and language arts were found to be dramatically more extensive than for mathematics. Interviews with six principals found that each had a personal agenda where mathematics reform fell deeply into the backdrop of daily concerns. Interviews with central office staff suggested that their familiarity with reforms was modest and often represented in slogans. Central office staff justified resource allocation to literacy efforts because they believed reading was prior to everything else. The paper closes by arguing that relatively ignorant of mathematics reforms, administrators are less inclined to allocate the significant resources necessary to effect real change. (Contains 24 references.) (JB)

Notes

Availability: National Center for Research on Teacher Learning, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($7.53).

Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Administrator Attitudes.  |  Educational Change.  |  Educational Resources.  |  Elementary Education.  |  Mathematics Curriculum.  |  Mathematics Instruction.  |  Principals.  |  Resource Allocation.  |  School Districts.  |  Teacher Attitudes.  |  Teaching Methods.  |  Urban Education.  |  Urban Schools.  |  Reform Efforts
Form/genre Reports, Descriptive.  |  Opinion Papers.
Other authors/contributors National Center for Research on Teacher Learning, East Lansing, MI
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