This study explores the ways middle school mathematics teachers implement standards-based curriculum materials in urban schools. It takes the view that instructional materials are cultural tools and examines how teachers use these tools to plan and implement the curriculum in their classrooms. The study is using a mixed methods approach that combines surveys of teachers in 30 schools in the Newark Public Schools district and closer observations of teachers in selected case schools.
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About Me (Bio):
Monica Mitchell is a mathematics education consultant specializing in education research and program evaluation. She has led and directed mathematics education reform initiatives focused on large-scale systemic reform, professional development, teacher leadership and curriculum implementation, particularly in high-poverty, urban communities. Her current research, supported by NSF and in collaboration with New York University, examines teachers’ classroom adaptations to standards-based mathematics curriculum and its relationship to student achievement in urban middle schools.