Factors Influencing Mathematics Teachers’ Reform-Oriented Instruction

• In Event: Poster Session 12
  In Poster Session: Education Policy and Politics

Abstract

It is important to examine factors that influence classroom instruction to support high quality instruction to ensure better student learning. The current study addressed this issue by examining teacher and school-level factors that influence teachers’ reform oriented instruction within the context of district-wide standards-based curriculum use. Hierarchical Linear Modeling, a statistical approach to model the hierarchical structure of data, was used. Study sample includes 16 schools in a large urban school district with a total of 179 teachers all of whom reported using the Investigations curriculum. The study findings provided evidence for the effect of teachers’ perceptions of the usefulness of the curriculum, school norms congruent with reform and school tie strength on teachers’ reform oriented instruction.

Authors

• Miray Tekkumru-Kisa, Florida State University

• Mary Kay Stein, University of Pittsburgh

• Richard James Correnti, University of Pittsburgh