Instructional Policy and Classroom Performance: The Mathematics Reform in California

@article{Cohen2000InstructionalPA,
  title={Instructional Policy and Classroom Performance: The Mathematics Reform in California},
  author={David K. Cohen and Heather C. Hill},
  journal={Teachers College Record: The Voice of Scholarship in Education},
  year={2000},
  volume={102},
  pages={294 - 343}
}
  • D. Cohen, H. Hill
  • Published 1 February 2000
  • Education
  • Teachers College Record: The Voice of Scholarship in Education
Educational reformers increasingly seek to manipulate policies regarding assessment, curriculum, and professional development in order to improve instruction. They assume that manipulating these elements of instructional policy will change teachers’ practice, which will then improve student performance. We formalize these ideas into a rudimentary model of the relations among instructional policy, teaching, and learning. We propose that successful instructional policies are themselves… 
View on SAGE
repository.upenn.edu
908 Citations
Highly Influential Citations
62
Background Citations
446
Methods Citations
43
Results Citations
34

908 Citations

Instructional coaching : a look at teaching practices and impact on student achievement
The traditional one-shot teacher trainings aimed at telling teachers what they need to do to get better are not only frustrating to teachers, but are ineffective for improving classroom practices or…
Examining the Association Between Teacher Feedback and Mathematics Instruction in Japan, Korea, Singapore, and the United States
Recent research demonstrates that professional learning experiences and consistent evaluation and feedback systems significantly improve teachers’ instructional practices and students’ learning. This…
Curriculum Materials as a Professional Development Tool: How a Mathematics Textbook Affected Two Teachers' Learning
This study reports on 2 upper-elementary teachers' learning through their use of potentially educative mathematics curriculum materials without additional professional development. 41 observations of…
PAUL COBB AND TOM SMITH
This chapter focuses on research that can inform the improvement of mathematics teaching and learning at scale. In educational contexts, improvement at scale refers to the process of taking an…
Differential effects of three professional development models on teacher knowledge and student achievement in elementary science
To identify links among professional development, teacher knowledge, practice, and student achievement, researchers have called for study designs that allow causal inferences and that examine…
Examining Elementary Mathematics Teachers' Knowledge and Implementation of High Leverage Teaching Practices
TLDR
This study sought to determine if practicing elementary mathematics teachers identified as ‘exceptional’ did in fact use High Leverage Teaching Practices (HLTP), and how they described their use of these practices.
The Impact of Teacher Classroom Practices on Student Achievement during the Implementation of a Reform‐based Chemistry Curriculum
Evidence of a gap in student understanding has been well documented in chemistry: the typical student holds an abundance of misconceptions. The current expectation is that educational reform will…
Professional Development and Instructional Practice: Conceptions and Evidence of Effectiveness
As with many districtwide reform efforts, the San Diego reform sought to improve classroom instruction by focusing on building the capacity of teachers. This article examines practices of teacher…
The institutional setting of mathematics teaching and learning: Introduction
The chapter reprinted in this part of the book outlines an analytical approach for teachers develop and revise their instructional practices. The institutional setting of mathematics teaching as we…
An Investigation of the Factors that Influence Reform Implementation Practices of Middle School Mathematics Teachers
Title of Document: AN INVESTIGATION OF THE FACTORS THAT INFLUENCE REFORM IMPLEMENTATION PRACTICES OF MIDDLE SCHOOL MATHEMATICS TEACHERS Kara Karch Trenkamp, Doctor of Philosophy, 2007 Directed By:…
...
...

References

SHOWING 1-10 OF 76 REFERENCES
Teacher Reports on Opportunity to Learn: Analyses of the 1993 California Learning Assessment System (CLAS)
The California Learning Assessment System 1993 OTL Study allowed examination of the extent to which California public school mathematics teachers had been exposed to the practices consistent with…
How Schools Work
As budgets tighten for school districts, a sound understanding of just how teaching and administration translate into student learning becomes increasingly important. Rebecca Barr, a researcher of…
Measuring Instructional Practice: Can Policymakers Trust Survey Data?
Policymakers' new interest in reforming teaching has created a demand for accurate data on instructional practice. Most such data come from teacher surveys, although the accuracy of these surveys in…
Form and Substance in Inservice Teacher Education
Much of the reform rhetoric about professional development is geared toward the form that such development should take. This literature advocates collaboration among teachers, schoolwide…
Helping Teachers Teach Well: Transforming Professional Development
This brief from 1995 reviews what was known about professional development. The brief discusses its organization, costs, and effects on practice. It also suggests some principles to guide…
Teachers’ Professional Development in a Climate of Educational Reform
This essay posits a problem of fit among five streams of reform and prevailing configurations of teachers’ professional development. It argues that the dominant training-and-coaching model—focused on…
Improving Indicators of the Quality of Science and Mathematics Education in Grades K-12.
This book presents a carefully developed monitoring system to track the progress of mathematics and science education, particularly the effects of ongoing efforts to improve students' scientific…
How Teachers Taught: Constancy and Change in American Classrooms, 1890-1990
In this new edition, Cuban returns to his inquiry into the history of teaching practice in the US, responds to criticisms, and incorporates the scholarship of the last decade. He also investigates…
The Rise, Fall, and Rise of State Assessment in California, 1993-96.
1993-96 Messrs. Kirst and Mazzeo offer their postmortem on the short-lived and controversial California Learning Assessment System. Questions about the feasibility of and political support for new…
District Policy Choices and Teacher’s Professional Development Opportunities
A comprehensive inventory of formal staff development activity and costs in 30 California districts yields a portrait of locally organized opportunities for teachers and reveals the policy stance…
...
...