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Mathematics Teachers' Implementation of High-Leverage Teaching Practices: A Q-Sort Study
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Wilburne, Jane; Polly, Drew; Franz, Dana; Wagstaff, David A. – School Science and Mathematics, 2018
This paper presents the results of a Q-sort activity in which 38 grades 4-10 mathematics teachers reflected on their classroom teaching and ranked a set of teaching actions that support high-leverage mathematics teaching from most to least characteristic of their classroom teaching. Data analysis included examining the overall ranking of each…
Descriptors: Mathematics Teachers, Elementary School Teachers, Secondary School Teachers, Reflective Teaching
Transitioning to the Common Core State Standards for Mathematics: A Mixed Methods Study of Elementary Teachers' Experiences and Perspectives
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Swars, Susan Lee; Chestnutt, Cliff – School Science and Mathematics, 2016
This mixed methods study explored elementary teachers' (n = 73) experiences with and perspectives on the recently implemented Common Core State Standards for Mathematics (CCSS-Mathematics) at a high-needs, urban school. Analysis of the survey, questionnaire, and interview data reveals the findings cluster around: familiarity with and preparation…
Descriptors: Common Core State Standards, Mathematics Education, Mixed Methods Research, Elementary School Teachers
Achieving the Vision of the National Standards in Nebraska: A Framework as a First Step to Classroom Implementation.
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Wilcoxson, Catherine – School Science and Mathematics, 1997
Describes the Nebraska Mathematics/Science Framework Project which used reflection and collaboration to develop a framework document that has been a significant motivator to enhance mathematics and science education in Nebraska. The end result is an articulated program of mathematics and science that is guiding other state efforts to improve…
Descriptors: Educational Assessment, Elementary Secondary Education, Mathematics Education, Program Implementation