Marisa Burian-Fitzgerald, Daniel J. McGrath, V. Plisko
{"title":"Mathematics Teachers' Familiarity with Standards and Their Instructional Practices: 1995 and 1999.","authors":"Marisa Burian-Fitzgerald, Daniel J. McGrath, V. Plisko","doi":"10.1037/e610352011-011","DOIUrl":null,"url":null,"abstract":"In 1995, half of the states (25) had content standards in mathematics; by 1998, this number had increased to 42 (Council of Chief State School Officers 2000). Forty-five states had student assessments in mathematics in 1994; by 1999, 47 states had such assessments. The existence of standards and assessments at the state level does not guarantee that classroom teachers are familiar with the standards or with the specifications of assessments (Cohen and Hill 2000). Neither does it guarantee that classroom instruction reflects the standards and assessments. In fact, mathematics standards have created significant controversy over the efficacy of different types of instruction for improving student performance (Loveless 2001, see, especially, Loveless chapter).","PeriodicalId":252919,"journal":{"name":"Education Statistics Quarterly","volume":"11 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education Statistics Quarterly","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1037/e610352011-011","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 3
Abstract
In 1995, half of the states (25) had content standards in mathematics; by 1998, this number had increased to 42 (Council of Chief State School Officers 2000). Forty-five states had student assessments in mathematics in 1994; by 1999, 47 states had such assessments. The existence of standards and assessments at the state level does not guarantee that classroom teachers are familiar with the standards or with the specifications of assessments (Cohen and Hill 2000). Neither does it guarantee that classroom instruction reflects the standards and assessments. In fact, mathematics standards have created significant controversy over the efficacy of different types of instruction for improving student performance (Loveless 2001, see, especially, Loveless chapter).
1995年,有一半的州(25个)制定了数学内容标准;到1998年,这一数字增加到42(2000年国家首席学校官员委员会)。1994年,45个州对学生进行了数学评估;到1999年,有47个州进行了这样的评估。州一级标准和评估的存在并不能保证课堂教师熟悉标准或评估规范(Cohen and Hill 2000)。它也不能保证课堂教学反映标准和评估。事实上,数学标准在不同类型的教学对提高学生成绩的效果上产生了重大的争议(Loveless 2001,特别参见Loveless章节)。