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Reconceiving Fidelity of Implementation: An Investigation of Elementary

Stacy A. Brown, Kathleen Pitvorec, Catherine Ditto, and Catherine Randall Kelso 

July 2009, Volume 40, Issue 4, Page 363

Abstract:
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.

Keywords:
Pre-K-2
Grades 3-5
Curriculum Developer
Conceptual Development
Communication
Curriculum
Math Coordinator / Coach
Higher Education
Research
Numbers and Operations
Teacher