构建大都市内外的学校数学挑战

IF 1.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Charles Munter, Phi D. Nguyen, C. Quinn
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引用次数: 1

摘要

背景/背景:学区领导识别的问题以及他们如何界定这些问题会对政策实施和教师的反应方式产生影响。尽管在所有社区背景下(从农村到城市、大都市中心内外)都可能如此,但与以国家标准化测试为中心的问责制改革相关的更广泛话语的影响可能在这些背景下并不一致。目的/目的/研究问题或研究重点:在这篇文章中,我们报告了我们对美国密苏里州50个学区的领导进行的一项访谈研究的结果,在该研究中,我们调查了他们认为自己所在学区最突出的数学问题是什么,以及他们是如何界定这些问题的。指导我们分析的是以下问题:(1)负责学区数学教学和课程的人认为什么是数学相关问题,他们如何界定这些问题?(2) 领导人对问题的识别和框架是否因地区的规模和与大都市中心的距离而有所不同?(3) 如果是这样的话,包括数学成绩、经济资源、特定数学领导者的存在以及学区的教学承诺在内的制度因素在多大程度上预测了领导者对问题的识别和界定?研究设计:在密苏里州的50个学区中,我们从不同规模和邻近大都市中心的类别中抽样,采访了最负责监督数学课程和教学的学区领导,了解他们面临的数学相关挑战。我们还从政府网站收集了背景信息,包括人口数据、学生成绩率、学生种族和经济人口统计以及地区经济资源(即每个学生的支出)。通过定性分析,我们确定了领导者认为他们最紧迫的挑战是什么,以及他们是如何应对这一挑战的。通过回归分析,我们确定了哪些社区和地区特征可以预测领导者的问题识别和框架。结论/建议:我们的研究结果表明,领导者在识别和界定与他们是否在大都市地区工作有关的问题方面存在显著差异。特别是,我们认为,非大都市地区的领导人似乎更有可能采用“企业教育模式”提供的框架,围绕标准化考试成绩的提高来定义和界定问题,而大都市地区的领导者更有可能从公平和学生体验学校数学的方式来定义问题。来自较小地区的领导人更有可能对与结果相关的问题采用严格的“管理”框架,描述只关注改变地区计划和结构的应对措施(而不是以支持和培养员工为前提的“学习”框架)。预测领导者识别公平和学生体验问题的制度因素包括每个学生的支出、更高的考试熟练率、对基于探究的教学法的承诺以及地区数学领导者的存在。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Framing School Mathematics Challenges Inside and Outside Metropolitan Areas
Background/Context: The problems that school district leaders identify and how they frame them have consequences—for both policy implementation and the ways that teachers respond. Although that is likely true in all community contexts (from rural to urban, inside and outside metropolitan centers), the influence of broader discourses associated with accountability reforms centered around state standardized testing may not be uniform across those contexts. Purpose/Objective/Research Question or Focus of Study: In this article, we report the results of an interview study we conducted with leaders in 50 school districts across the U.S. state of Missouri, in which we investigated what they identified as—and how they framed—their districts’ most salient problems related to mathematics. Guiding our analysis were the following questions: (1) What do those who oversee school districts’ mathematics instruction and curriculum identify as mathematics-related problems, and how do they frame those problems? (2) Do leaders’ identification and framing of problems differ with respect to districts’ size and proximity to metropolitan centers? (3) If so, to what extent are institutional factors, including mathematics achievement, economic resources, the presence of a mathematics-specific leader, and the district’s pedagogical commitments, predictive of leaders’ identification and framing of problems? Research Design: In 50 school districts in Missouri, sampled from different categories of size and proximity to metropolitan centers, we interviewed the district leader most responsible for overseeing mathematics curriculum and instruction about their mathematics-related challenges. We also collected contextual information from governmental websites, including population data, student achievement rates, student racial and economic demographics, and district economic resources (i.e., per-pupil expenditures). Through qualitative analysis we identified what leaders identified as their most pressing challenge and how they framed that challenge. Through regression analysis we identified which community and district characteristics were predictive of leaders’ problem identification and framing. Conclusions/Recommendations: Our results point to meaningful differences in leaders’ identification and framing of problems related to whether they work within metropolitan areas. In particular, we argue that leaders in nonmetropolitan districts appear more likely to adopt the frame offered by the “corporate model of schooling,” defining and framing problems around improvement in standardized test scores, whereas leaders in metropolitan areas are more likely to define problems in terms of equity and the ways that students experience school mathematics. And leaders from smaller districts were more likely to employ a strictly “management” framing of outcomes-related problems, describing responses focused exclusively on changing district programs and structures (rather than a “learning” frame that foregrounds supporting and developing staff). Institutional factors predictive of leaders’ identification of problems concerning equity and student experience included per-pupil expenditures, higher rates of test proficiency, commitment to inquiry-based pedagogy, and the presence of a district mathematics leader.
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来源期刊
Teachers College Record
Teachers College Record EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
0.00%
发文量
89
期刊介绍: Teachers College Record (TCR) publishes the very best scholarship in all areas of the field of education. Major articles include research, analysis, and commentary covering the full range of contemporary issues in education, education policy, and the history of education. The book section contains essay reviews of new books in a specific area as well as reviews of individual books. TCR takes a deliberately expansive view of education to keep readers informed of the study of education worldwide, both inside and outside of the classroom and across the lifespan.
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