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The Effects of a Study‐Group Process on the Implementation of Reform in Mathematics Education
Author(s) -
Brahier Daniel J.,
Schäffner Monika
Publication year - 2004
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.2004.tb18238.x
Subject(s) - diversity (politics) , mathematics education , school district , process (computing) , psychology , medical education , pedagogy , medicine , political science , computer science , law , operating system
In each of three consecutive years, 16 teachers were admitted to a program in which they participated in a study group to reform their teaching practices in mathematics. The 48 (total) elementary school teachers in this program were selected to ensure diversity of setting— urban and suburban, as well as public and parochial. Teachers routinely met with the study group for 1 year, engaging in follow‐up activities after that year. Surveys, interviews, and site visits showed that teachers underwent significant changes in their knowledge, beliefs, and teaching practices and were attempting to implement reform consistent with current standards. Teachers with 11 to 25 years of experience demonstrated the greatest changes. Long‐term effects of the program and its impact on colleagues within the building and district have yet to be studied.