July 2009, Vol. 40, Issue 4
Reconceiving Fidelity of Implementation: An Investigation of Elementary
Stacy A. Brown, Kathleen Pitvorec, Catherine Ditto, and Catherine Randall Kelso
Recent research on mathematics reforms in the United States indicates that the reforms are not yet widely implemented. Generally, this claim results from looking at the extent to which teachers use curricular materials or engage in particular classroom practices. This article moves beyond disparate questions of use and practice to examine interactions between teachers and curricula as evidenced by their enactments of whole-number lessons from a
Standards
-based curriculum.
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