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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.
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]
Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Mathematics Teachers' Instructional Practices in an Era of High-Stakes Testing.
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  Data: 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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  Data: <i>Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Student assignments
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