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The Use of an Innovative Curriculum: Enabling and Inhibiting Change in Practice. Edwards, Thomas G [microform]
The Use of an Innovative Curriculum: Enabling and Inhibiting Change in Practice. Edwards, Thomas G [microform]
상세정보
- 자료유형
- 마이크로피시
- 언어부호
- 본문언어 - English
- 청구기호
- 서명/저자
- The Use of an Innovative Curriculum: Enabling and Inhibiting Change in Practice. : Edwards, Thomas G - [microform]
- 발행사항
- 형태사항
- 50; 1
- 총서명
- ERIC Reports
- 주기사항
- 50p.; Paper presented at the Annual Meeting of the National Council of Teachers of Mathematics (73rd, Boston, MA, April 1995).
- 초록/해제
- 요약Reports on case studies of three secondary school teachers who were implementing the University of Chicago School Mathematics Project (UCSMP) for the first time. The research examined whether innovative textbooks and curriculum materials can play a role in the process of change in instructional practice. Data from field observations, interviews, written journals, and classroom artifacts were collected over two school years in a large northeastern city. It was found that problems with time management and lack of familiarity with UCSMP materials acted to inhibit change. The materials facilitated changes, however, in other ways, including: (1) increased use of cooperative learning strategies; (2) using student reading as an instructional strategy; (3) more mathematical connections being made; (4) a transition toward negotiation of shared meanings; and (5) changing roles for teachers themselves. The author concludes that the changes in teaching practices fostered by UCSMP materials is consistent with a constructivist approach. (Contains 26 references
- 복제주기
- Microfiche. . Springfield, VA : ERIC Document Reproduction Service. . microfiches ; 11×15 cm.
- 일반주제명
- 키워드
- 기타저자
MARC
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■008980928s2795 us b 000 0 eng d
■040 ▼apcul
■0410 ▼aEnglish
■090 ▼a370.78▼bE68
■24504▼aThe Use of an Innovative Curriculum: Enabling and Inhibiting Change in Practice.▼cEdwards, Thomas G▼h[microform]
■260 ▼aU.S.; Michigan#▼c8 Apr 95
■300 ▼a50; 1
■440 0▼aERIC Reports
■500 ▼a50p.; Paper presented at the Annual Meeting of the National Council of Teachers of Mathematics (73rd, Boston, MA, April 1995).
■520 ▼aReports on case studies of three secondary school teachers who were implementing the University of Chicago School Mathematics Project (UCSMP) for the first time. The research examined whether innovative textbooks and curriculum materials can play a role in the process of change in instructional practice. Data from field observations, interviews, written journals, and classroom artifacts were collected over two school years in a large northeastern city. It was found that problems with time management and lack of familiarity with UCSMP materials acted to inhibit change. The materials facilitated changes, however, in other ways, including: (1) increased use of cooperative learning strategies; (2) using student reading as an instructional strategy; (3) more mathematical connections being made; (4) a transition toward negotiation of shared meanings; and (5) changing roles for teachers themselves. The author concludes that the changes in teaching practices fostered by UCSMP materials is consistent with a constructivist approach. (Contains 26 references
■533 ▼aMicrofiche.▼bSpringfield, VA▼cERIC Document Reproduction Service.▼emicrofiches ; 11×15 cm.
■650 4▼xEducation
■653 ▼aCase Studies▼aConstructivism (Learning)▼aContent Area Reading▼aCooperative Learning▼aInstructional Innovation▼aMathematics Instruction▼aMathematics Teachers▼aResistance to Change▼aSecondary Education▼aSecondary School Teachers▼aStudent Centered Curriculum▼aStudent Projects
■7001 ▼aEdwards, Thomas G.
■999 ▼a143; 150
