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Hedging Bets: Standards-based Reform in Classrooms


by Suzanne M. Wilson & Robert Floden — 2001

In a three-year study conducted by the Consortium for Policy Research in Education, researchers tracked curriculum and assessment reforms in twenty-three school districts in eight states. We interviewed teachers, principals, and district staff as they responded to local, state, and national pressures to reform teaching and learning. In four states (Maryland, Kentucky, Michigan, and California) we did more intense data collection, interviewing, and observing teachers in three elementary schools in each of three districts. In the study’s third year, we surveyed teachers. This chapter draws on preliminary analyses of those data.


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This article originally appeared as NSSE Yearbook Vol 100, No. 2.


Cite This Article as: Teachers College Record Volume 103 Number 8, 2001, p. 193-216
http://www.tcrecord.org ID Number: 18692, Date Accessed: 12/11/2017 12:49:17 AM

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About the Author
  • Suzanne Wilson
    Michigan State University
    E-mail Author
    SUZANNE M. WILSON is an Associate Professor of Teacher Education in the College of Education at Michigan State University.
  • Robert Floden
    Michigan State University
    ROBERT E. FLODEN is a Professor of Teacher Education, Measurement and Quantitative Methods, and Educational Psychology in the College of Education at Michigan State University.
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