Transitioning to Standards-Based Instruction: Beliefs and Views of an Elementary Mathematics Teacher.
Saved in:
| 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] |
| Copyright of Teaching & Learning is the property of Teaching & Learning 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 91691127 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Transitioning to Standards-Based Instruction: Beliefs and Views of an Elementary Mathematics Teacher. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Barlow%2C+Angela+Till%22">Barlow, Angela Till</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Teaching+%26+Learning%22">Teaching & Learning</searchLink>. Spring2012, Vol. 26 Issue 1, p3-19. 17p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br /><searchLink fieldCode="DE" term="%22Standards%22">Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Teaching & Learning is the property of Teaching & Learning 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=91691127 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 3 Subjects: – SubjectFull: Mathematics teachers Type: general – SubjectFull: Teachers Type: general – SubjectFull: Education Type: general – SubjectFull: Standards Type: general – SubjectFull: Mathematics Type: general Titles: – TitleFull: Transitioning to Standards-Based Instruction: Beliefs and Views of an Elementary Mathematics Teacher. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Barlow, Angela Till IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Spring2012 Type: published Y: 2012 Identifiers: – Type: issn-print Value: 08879486 Numbering: – Type: volume Value: 26 – Type: issue Value: 1 Titles: – TitleFull: Teaching & Learning Type: main |
| ResultId | 1 |
