My findings indicated that the teachers' individual goals for their teaching, beliefs about their students' needs, and interpretations of the district's curricular mandates interacted to steer their instructional choices to very different results. Two of the teachers dutifully followed the textbook, while two essentially disregarded it in favor of other materials. Teachers' own senses of their autonomy to make curricular decisions and their support for their students' autonomy in learning math emerged as important factors. I suggest implications for teacher professional development and curricular materials development.Beliefs About Mathematics Instruction Mrs. P believed that instruction in second grade math should proceed slowly, with ... While she did also pay attention to the districta#39;s pacing guide in timing the completion of topics to be sure students were anbsp;...
|Title||:||Elementary School Teachers' Mathematics Instructional Decision Making in the Context of District Mandates on Instruction|
|Author||:||Heather Anne Martin|
|Publisher||:||ProQuest - 2008|