Topics

AdministrationViolenceSupervisionLeadership

Adult EducationCorp. Training and Continuing Ed.LiteracyTransformative Learning

Assessment & EvaluationProgram EvaluationAlternative AssessmentGradingStandardized Testing

Social ContextHistory of SchoolingPhilosophyUrban EducationEconomics and School-to-workRural EducationSociology of EducationWar and EducationPost-Industrial Education

CounselingSecondary SchoolsCollege Advising

CurriculumControlArtsSocial StudiesHealth and NutritionLanguage ArtsMathematicsPeace StudiesScience

DiversityRace and EthnicityAt-Risk StudentsSpecial NeedsGender and Sexuality

Early Childhood EducationPre-School and Child CareEarly Childhood Development

Higher EducationAdmissions and TuitionFacultyPolicyStudent and Community Life

International EducationComparative EducationEducational Development

LearningCognitionParental InfluenceEducational Psychology

PolicyReformCharters & VouchersHigh-Stakes TestingStandardsAthletes and AcademicsDropoutsIndependent SchoolsPhilanthropyPoliticsReligionTracking

Research MethodsQualitative MethodsSurvey ResearchExperimental ResearchLibrariesWriting for Publication

Teacher EducationProfessional DevelopmentSchools of EducationStudent Teaching

TeachingTeaching ProfessionSupply and DemandWorking Conditions

TechnologyTechnology in the ClassroomDistance LearningTechnology EducationPublishing and CommunicationOnline Publishing

IntersectionsPolicy and Teaching Practice

Discussion
My Experience Technology - Good for Students AND Teachers Fiddling with Indicators while using Toxic Tests Ode to Dewey Clearly Articulated Proposal--Thank You!
more >>

Announcements

Call for Rethinking Higher Education Book Series (Springer)

make a post | more >>

Reforming Reading, Writing and Mathematics: Teachers' Responses and the Prospects for Systemic Reform

reviewed by William F. Tate - 1999

Title: Reforming Reading, Writing and Mathematics: Teachers' Responses and the Prospects for Systemic Reform
Author(s): S.G. Grant
Publisher: Lawrence Erlbaum Associates, Inc., Mahwah, NJ
ISBN: 0805828400, Pages: 237, Year: 1998
Search for book at Amazon.com

Some scholars and policymakers attribute the language and arguments for “standards-based” reform to the mathematics education community (O’Day & Smith, 1993). In 1980, the National Council of Teachers of Mathematics (NCTM), a professional organization of mathematics teachers, supervisors, and college professors, published An Agenda for Action, which described a 10-year reform process. Subsequently, but not as a direct result of An Agenda for Action, NCTM published a series of standards documents that called for a movement away from a strictly basic-skills curriculum to a problem-solving conception of mathematics content and pedagogy. Other professional organizations followed with content and teaching standards for their subject area domains. Many states have used these content standards as guides to develop their own state curriculum frameworks. Fuhrman (1993) argued that curriculum standards alone lack the incentive and accountability mechanisms required for systemic change. O’Day and Smith (1993) posited that systemic change calls for states to... (preview truncated at 150 words.)

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Cite This Article as: Teachers College Record Volume 101 Number 2, 1999, p. 261-265
https://www.tcrecord.org ID Number: 10685, Date Accessed: 9/19/2019 7:49:17 PM

Purchase Reprint Rights for this article or review

Article Tools
Full Text in PDF Format Email this article Print this article Post a Comment

Related Discussion

Post a Comment \| Read All

About the Author
William Tate University of Wisconsin, Madison

Member Center
	Welcome! Sign-in Submit My Work TCR @ Your Library Book Reviews @ Your Library

In Print

This Month's Issue
Back Issues: