Mathematics Teachers' Instructional Practices in an Era of High-Stakes Testing.
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| Title: | Mathematics Teachers' Instructional Practices in an Era of High-Stakes Testing. |
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| Authors: | Vogler, Kenneth E.1, Burton, Megan1 |
| Source: | School Science & Mathematics. May2010, Vol. 110 Issue 5, p247-261. 15p. |
| Subject Terms: | *Mathematics teachers, *Textbooks, *Student assignments |
| Geographic Terms: | Mississippi, Tennessee |
| Abstract: | This study explored mathematics teachers' instructional practices in the context of high-stakes testing. Data were obtained from a survey instrument given to a stratified sample of Mississippi and Tennessee teachers who teach the same content tested on their state's high school graduation examination. An analysis showed teachers using a balance of standards-based and traditional practices and tools, including textbook-based assignments, calculators, open-response questions, supplementary materials, and multiple-choice questions. Over 90% of teachers from both states felt that an 'interest in helping my students attain test scores that will allow them to graduate high school' was a factor influencing their instructional practices. This was followed by an 'interest in helping my school improve high school graduation examination scores,' and 'belief these are the best instructional practices.' [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study explored mathematics teachers' instructional practices in the context of high-stakes testing. Data were obtained from a survey instrument given to a stratified sample of Mississippi and Tennessee teachers who teach the same content tested on their state's high school graduation examination. An analysis showed teachers using a balance of standards-based and traditional practices and tools, including textbook-based assignments, calculators, open-response questions, supplementary materials, and multiple-choice questions. Over 90% of teachers from both states felt that an 'interest in helping my students attain test scores that will allow them to graduate high school' was a factor influencing their instructional practices. This was followed by an 'interest in helping my school improve high school graduation examination scores,' and 'belief these are the best instructional practices.' [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00366803 |
| DOI: | 10.1111/j.1949-8594.2010.00032.x |
