Transitioning to Standards-Based Instruction: Beliefs and Views of an Elementary Mathematics Teacher.

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Bibliographic Details
Title:	Transitioning to Standards-Based Instruction: Beliefs and Views of an Elementary Mathematics Teacher.
Authors:	Barlow, Angela Till¹
Source:	Teaching & Learning. Spring2012, Vol. 26 Issue 1, p3-19. 17p.
Subject Terms:	Mathematics teachers, Teachers, *Education, Standards, Mathematics
Abstract:	Mathematics educators have recognized the need to provide teachers with professional learning experiences that address changing existing beliefs about instruction as well as providing a vision of standards-based instructional practices. The research study reported within describes the impact of a professional learning experience in which an elementary mathematics teacher observed standards-based teaching by a mathematics teacher educator for an academic year within her classroom. Results indicated that such an experience was sufficient for supporting the establishment of strongly held, standards-oriented beliefs about mathematics teaching and learning. In addition, this research reports the teacher's perceptions of the supports she needed as she transitioned into establishing and maintaining her own standards-based classroom. Results indicated that mathematics educators working with teachers in transition should provide support with facilitating classroom discourse, communicating expectations, and managing time. Future directions for research are provided. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Mathematics educators have recognized the need to provide teachers with professional learning experiences that address changing existing beliefs about instruction as well as providing a vision of standards-based instructional practices. The research study reported within describes the impact of a professional learning experience in which an elementary mathematics teacher observed standards-based teaching by a mathematics teacher educator for an academic year within her classroom. Results indicated that such an experience was sufficient for supporting the establishment of strongly held, standards-oriented beliefs about mathematics teaching and learning. In addition, this research reports the teacher's perceptions of the supports she needed as she transitioned into establishing and maintaining her own standards-based classroom. Results indicated that mathematics educators working with teachers in transition should provide support with facilitating classroom discourse, communicating expectations, and managing time. Future directions for research are provided. [ABSTRACT FROM AUTHOR]
ISSN:	08879486