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来源类型 | Report |
规范类型 | 报告 |
DOI | https://doi.org/10.7249/RR2487 |
来源ID | RR-2487-HCT |
Aligned Curricula and Implementation of Common Core State Mathematics Standards: Findings from the American Teacher Panel | |
V. Darleen Opfer; Julia H. Kaufman; Joseph D. Pane; Lindsey E. Thompson | |
发表日期 | 2018-08-09 |
出版年 | 2018 |
页码 | 28 |
语种 | 英语 |
结论 | Most of the materials that teachers reported using regularly for their instruction during the 2015–2016 school year were not highly aligned with the Common Core State Standards
A majority of teachers were able to identify Common Core–aligned topics at their grade level
Over one-third of teachers reported that their students engaged in various standards-aligned practices to a great extent
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摘要 | This report presents findings from a 2016 American Teacher Panel survey, which gathered information about teachers' instructional materials for mathematics, their understanding of their mathematics standards, and their standards-aligned practices. The authors also consider how teachers' instructional materials might support their understanding of their standards and practice. This report follows up on findings from a 2015 survey and is intended to support decisionmaking regarding policies and related to state standards and teachers' instructional practice. ,The authors found that most of the materials that teachers reported using regularly for their instruction during the 2015–2016 school year were not highly aligned with Common Core State Standards. In addition, they were not always able to identify approaches and content aligned with their state standards for mathematics. Over one-third of teachers reported that their students engaged in various standards-aligned practices to a great extent. The authors found positive and significant relationships between teachers' use of standards-aligned instructional materials and their standards-aligned practices, as well as some limited relationships between teachers' standards-aligned materials and their understanding of their standards. The report concludes by suggesting that teachers need a better understanding of their state standards if they are to engage their students in practices aligned with those standards. Furthermore, evidence from this report indicates that instructional materials closely aligned with state standards may support teachers' understanding of their standards and their standards-aligned practices. |
目录 |
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主题 | Education Curriculum ; Mathematics ; Standards-Based Education Reform ; STEM Education ; Teachers and Teaching |
URL | https://www.rand.org/pubs/research_reports/RR2487.html |
来源智库 | RAND Corporation (United States) |
引用统计 | |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/523599 |
推荐引用方式 GB/T 7714 | V. Darleen Opfer,Julia H. Kaufman,Joseph D. Pane,et al. Aligned Curricula and Implementation of Common Core State Mathematics Standards: Findings from the American Teacher Panel. 2018. |
条目包含的文件 | ||||||
文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
RAND_RR2487.pdf(270KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
x1538501676719.jpg.p(4KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 |
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