Coverart for item
The Resource What supports do teachers need to help students meet Common Core State Standards for mathematics? : findings from the American Teacher and American School Leader Panels, Laura S. Hamilton, Julia H. Kaufman, Brian M. Stecher, Scott Naftel, Michael Robbins, Lindsey E. Thompson, Chandra Garber, Susannah Faxon-Mills, V. Darleen Opfer

What supports do teachers need to help students meet Common Core State Standards for mathematics? : findings from the American Teacher and American School Leader Panels, Laura S. Hamilton, Julia H. Kaufman, Brian M. Stecher, Scott Naftel, Michael Robbins, Lindsey E. Thompson, Chandra Garber, Susannah Faxon-Mills, V. Darleen Opfer

Label
What supports do teachers need to help students meet Common Core State Standards for mathematics? : findings from the American Teacher and American School Leader Panels
Title
What supports do teachers need to help students meet Common Core State Standards for mathematics?
Title remainder
findings from the American Teacher and American School Leader Panels
Statement of responsibility
Laura S. Hamilton, Julia H. Kaufman, Brian M. Stecher, Scott Naftel, Michael Robbins, Lindsey E. Thompson, Chandra Garber, Susannah Faxon-Mills, V. Darleen Opfer
Title variation
Findings from the American Teacher and American School Leader Panels
Creator
Subject
Genre
Language
eng
Summary
Mathematics teachers across the United States have been working to adjust their instruction in response to states' adoption of the Common Core State Standards for Mathematics and similar standards. This report documents the extent to which teachers are expected to address new mathematics standards in their instruction, teachers' familiarity with these standards, the professional development (PD) opportunities that teachers report receiving, and the PD opportunities they think they need to help them implement standards effectively. The report draws on February 2015 data from RAND's American Teacher Panel and American School Leader Panel--new survey tools that take the pulse of the nation's educators on key issues of education policy and practice through periodic surveys of a representative sample of teachers and principals across the United States. The authors conclude with a discussion of the data's implications for state and district policymakers. This report was updated in October 2016. The current version provides estimates based on updated weights for a small percentage of the respondents. Weights were updated to account for infrequent misclassification in the assignment of school-level characteristics"--Publisher's description
Related
Member of
Cataloging source
YDXCP
http://library.link/vocab/creatorName
Hamilton, Laura S
Dewey number
510.71
Illustrations
illustrations
Index
no index present
LC call number
QA13
LC item number
.H33 2016eb online
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
  • indexes
Series statement
Research report
Series volume
RR-1404-1
http://library.link/vocab/subjectName
  • Mathematics
  • Common Core State Standards (Education)
  • Education and state
  • MATHEMATICS
  • Common Core State Standards (Education)
  • Education and state
  • Mathematics
  • United States
Label
What supports do teachers need to help students meet Common Core State Standards for mathematics? : findings from the American Teacher and American School Leader Panels, Laura S. Hamilton, Julia H. Kaufman, Brian M. Stecher, Scott Naftel, Michael Robbins, Lindsey E. Thompson, Chandra Garber, Susannah Faxon-Mills, V. Darleen Opfer
Link
http://www.jstor.org/stable/10.7249/j.ctt19w71cr
Instantiates
Publication
Note
"October 27, 2016"--Table of contents page
Bibliography note
Includes bibliographical references (page 7)
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Endnotes
  • Summary
  • Background
  • Findings:
  • In CCSS states, majorities of K- 2 teachers in each core subject reported being expected to address mathematics state standards in their instruction
  • Among those expected to address mathematics standards, nonmathematics teachers were less familiar with the standards than were mathematics teachers
  • Most mathematics teachers reported feeling at least moderately prepared to help students meet mathematics standards
  • Among CCSS teachers who were expected to address mathematics standards, the highest-reported PD needs included differentiation of instruction and complex, inquiry-based modes of instruction
  • Implications for state and district policymakers
Extent
1 online resource (7 pages)
Form of item
online
Isbn
9780833094063
Media category
computer
Media MARC source
rdamedia
Media type code
c
Note
JSTOR
Other physical details
color illustrations.
Specific material designation
remote
Stock number
22573/ctt19vrdfd
System control number
  • (OCoLC)940922812
  • (OCoLC)ocn940922812
Label
What supports do teachers need to help students meet Common Core State Standards for mathematics? : findings from the American Teacher and American School Leader Panels, Laura S. Hamilton, Julia H. Kaufman, Brian M. Stecher, Scott Naftel, Michael Robbins, Lindsey E. Thompson, Chandra Garber, Susannah Faxon-Mills, V. Darleen Opfer
Link
http://www.jstor.org/stable/10.7249/j.ctt19w71cr
Publication
Note
"October 27, 2016"--Table of contents page
Bibliography note
Includes bibliographical references (page 7)
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Endnotes
  • Summary
  • Background
  • Findings:
  • In CCSS states, majorities of K- 2 teachers in each core subject reported being expected to address mathematics state standards in their instruction
  • Among those expected to address mathematics standards, nonmathematics teachers were less familiar with the standards than were mathematics teachers
  • Most mathematics teachers reported feeling at least moderately prepared to help students meet mathematics standards
  • Among CCSS teachers who were expected to address mathematics standards, the highest-reported PD needs included differentiation of instruction and complex, inquiry-based modes of instruction
  • Implications for state and district policymakers
Extent
1 online resource (7 pages)
Form of item
online
Isbn
9780833094063
Media category
computer
Media MARC source
rdamedia
Media type code
c
Note
JSTOR
Other physical details
color illustrations.
Specific material designation
remote
Stock number
22573/ctt19vrdfd
System control number
  • (OCoLC)940922812
  • (OCoLC)ocn940922812

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