Citation

How Does the Organizational and Policy Context of Schools Influence New Teachers’ Visions of High-Quality Math Instruction?

Abstract | Word Stems | Keywords | Association | Citation | Similar Titles



Abstract:

The extent to which teacher conceptions of high quality math instruction are aligned with current reforms in mathematics education is shaped by a variety of factors, including the organizational and policy context of their school and district. This study investigates the extent to which new teachers’ conceptualizations of high quality math instruction are influenced by the organizational and policy context in which they work.

Most Common Document Word Stems:

teacher (43), instruct (39), mathemat (27), high (19), qualiti (18), school (18), princip (14), district (13), student (12), view (12), reform (11), studi (10), vision (10), function (9), use (9), begin (9), form (8), spillan (8), teach (8), polici (7), learn (7),
Convention
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Association:
Name: UCEA Annual Convention
URL:
http://www.ucea.org


Citation:
URL: http://citation.allacademic.com/meta/p378777_index.html
Direct Link:
HTML Code:

MLA Citation:

Smith, Thomas., Tobin, Kerri., Hochberg, Eric. and Bose, Enakshi. "How Does the Organizational and Policy Context of Schools Influence New Teachers’ Visions of High-Quality Math Instruction?" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California, Nov 18, 2009 <Not Available>. 2014-11-28 <http://citation.allacademic.com/meta/p378777_index.html>

APA Citation:

Smith, T. , Tobin, K. , Hochberg, E. and Bose, E. , 2009-11-18 "How Does the Organizational and Policy Context of Schools Influence New Teachers’ Visions of High-Quality Math Instruction?" Paper presented at the annual meeting of the UCEA Annual Convention, Anaheim Marriott, Anaheim, California Online <PDF>. 2014-11-28 from http://citation.allacademic.com/meta/p378777_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The extent to which teacher conceptions of high quality math instruction are aligned with current reforms in mathematics education is shaped by a variety of factors, including the organizational and policy context of their school and district. This study investigates the extent to which new teachers’ conceptualizations of high quality math instruction are influenced by the organizational and policy context in which they work.


Similar Titles:
Information Age Qualities of Principals, Teachers and Students in Turkish Vocational High Schools: A Systemic Change View

How Do Districts’ Leadership and Teaching Assessment Tools/Processes Shape Principals’ Visions of What Counts as High Quality Instruction?

Characteristics of Chinese Middle School Beginning Teachers’ Mathematics Teaching: Relationship between Instruction and Mandated Curriculum


 
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