Understanding Teachers' Changing Beliefs & Practice While Implementing a Reform Curriculum [microform] / Theresa J. Grant and Kate Kline
- Bib ID:
- 5669498
- Format:
- Book and Microform
- Author:
- Grant, Theresa J
- Online Version:
- https://eric.ed.gov/?id=ED440965
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- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 2000
- 32 p.
- Summary:
-
This study describes the shifts in thinking and practice made by teachers in primary grades in their first year of implementing an elementary school mathematics reform curriculum. All teachers were observed during professional development sessions and submitted written reflections. A sample of those teachers was interviewed and observed teaching to provide additional insight into how they were interacting with the curriculum materials. The analysis of the data focuses on changes in teachers' goals for what their students should know about numbers and the resulting impact on instructional practice. While teachers reported major shifts in goals from an emphasis on skills to understanding, enacting those shifts in the classroom proved to be more challenging. As teachers attempted to teach for understanding, they mainly struggled with knowing how to elicit and respond to students' ideas. (Contains 23 references.) (Author/SM)
- Notes:
-
- Sponsoring Agency: National Science Foundation, Arlington, VA.
- Contract Number: ESI-9819364.
- ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Other authors/contributors:
- Kline, Kate, author
- Available From:
- ERIC
- Copyright:
-
In Copyright
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Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 2000
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