A Survey Measuring Elementary Teachers' Implementation of Standards-Based Mathematics Teaching
John A. Ross, Douglas McDougall, Anne Hogaboam-Gray, Ann LeSage
July 2003, Volume 34, Issue 4, Page 344
Intensive case study is an expensive tool for measuring teachers' instructional practice. Previous research suggests that teacher self-report surveys provide a low-cost and relatively accurate picture of classroom practice. To examine the extent to which teachers implement mathematics education reform, we developed a 20-item survey based on nine dimensions of standards-based teaching. In this article, we provide evidence of the reliability (i.e., internal consistency) and validity of the instrument. The evidence consists of correlations of survey scores with a mandated performance assessment in Grade 6 mathematics, congruence with classroom observations of a small sample of teachers, and demonstrations that teachers who are similar in their claims about using a standards-based text series differ in how they use the text in ways predicted by the survey.
Assessment / Testing
Math Coordinator / Coach
Geometry & Measurement