Teaching Standards (1999)

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B

Ball, D. L. (1991). Implementing the Professional Standards for Teaching Mathematics: What's All This Talk about Discourse? Arithmetic Teacher, 39, 3, 44-48 Nov. Explores possible outcomes of using the "Professional Teaching Standards" as a set of tools to construct productive conversations about teaching. Presents a discussion taking place in the author's third grade classroom illustrating discourse in the classroom, accompanied by the author's commentary on the lesson. (MDH) EJ445127

Ball, D. L., & Friel, S. N., Ed. (1991). Implementing the Professional Standards for Teaching Mathematics: Improving, Not Standardizing, Teaching. Arithmetic Teacher, 39, 1, 18-22 Sep. Utilizing three exemplary problem-solving tasks within an arithmetic framework, this article discusses the four focal components deemed necessary for the improvement of mathematics teaching, namely task appropriateness, avenues of classroom discourse, the intellectual climate within the classroom, and proper and effective methods of analysis. (JJK) EJ440134

C

Callahan, W. (1994). Implementing the Professional Standards for Teaching Mathematics: Teaching Middle School Students with Diverse Cultural Backgrounds. Mathematics Teacher, 87, 2, 122-26 Feb. Shares information on selected characteristics of Hispanic and Haitian students that may affect their mathematical learning; gives examples of classroom strategies that may be helpful in working with these students; and offers ways to help preservice teachers to develop cultural awareness. (MKR) EJ482264

Cascio, C. (1995). National Board for Professional Teaching Standards: Changing Teaching through Teachers. Special SectionEducational Assessment: Local and National Changes. Suggests that the National Board for Professional Teaching Standards is the best hope teachers have for changing the way they are perceived and to change the way they perceive themselves. Discusses one teacher's early teaching days, changes in teacher evaluation, and the work of the National Board. (RS) EJ502685

Chapin, S. H., & Eastman, K. E. (1996). Implementing the Professional Standards for Teaching Mathematics; External and Internal Characteristics of Learning Environments. Mathematics Teacher, 89, 2, 112-15 Feb. Describes and presents examples of external and internal characteristics of learning environments that may help students' achievement and interest in mathematics. External characteristics include time, space, and support while internal characteristics include teachers' habits of mind. (MKR) EJ518933

Chazan, D. (1992). Implementing the "Professional Standards for Teaching Mathematics.". Mathematics Teacher, 85, 5, 371-75 May. Describes one teacher's reflection concerning the quest to develop an understanding of school mathematics that promotes and sustains students' opportunities for exploration and conjecture. Recounts that a particular student's exploration of the features of parabolas eventually led to an understanding of the quadratic formula precisely because of the endeavor to discover relationships between symbolic and graphical representations. (JJK) EJ449199

D

D'Ambrosio, B. S. (1995). Implementing the Professional Standards for Teaching Mathematics: Highlighting the Humanistic Dimensions of Mathematics Activity through Classroom Discourse. Mathematics Teacher, 88, 9, 770-72 Dec. Classroom discourse can nurture students' appreciation of mathematics as a community activity by involving students in defining the curriculum, engaging in authentic mathematical inquiry, and using the history of mathematics to understand how mathematical thought develops in society. (MKR) EJ516961

Dalton, S. S., & Youpa, D. G. (1998). Standards-Based Teaching Reform in Zuni Pueblo Middle and High Schools. Equity & Excellence in Education, 31, 1, 55-68 Apr. Describes a school reform project of the National Center for Research on Education, Diversity, and Excellence that studies teaching approaches and supporting activities for Zuni middle and high schools to encourage high expectations for all students. Principles of effective teaching for Native Americans are explored. (SLD) EJ565891 This document is NOT available from the ERIC Document Reproduction Service (EDRS).

Darling-Hammond, L. (1998). Standards for Assessing Teaching Effectiveness Are Key. Phi Delta Kappan, 79, 5, 471-72 Feb. Del Schalock, Mark Schalock, and David Myton suggest that the education profession is stuck on an "input" teacher-assessment approach that fails to consider effects on student learning. They offer the Oregon Work Sampling Methodology as an exemplary alternative to portfolios and performance assessments. Although the Oregon WSM is a promising new alternative, it depends on teacher-selected objectives and cannot link teaching practices to student outcomes. (MLH) EJ560876 This document is NOT available from the ERIC Document Reproduction Service (EDRS).

Demana, F., & Waits, B. K. (1990). Implementing the Standards: The Role of Technology in Teaching Mathematics. Mathematics Teacher, 83, 1, 27-31 Jan. Discussed are assumptions about technology and classroom equipment, teaching methods, getting started, pitfalls, and the role of algebra and calculus. Suggestions are given for implementing the spirit and vision of the standards. (YP) EJ407527

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Farrell, M. A. (1992). Implementing the Professional Standards for Teaching Mathematics: Learning from Your Students. Mathematics Teacher, 85, 8, 656-59 Nov. Discusses the use of feedback from students and the analysis of students' error patterns to understand why students develop misconceptions in mathematics. Looks at learning vis-a-vis the abstract nature of mathematics and the students' cognitive development. (MDH) EJ456436

Folkson, S. (1995). Implementing the Professional Standards for Teaching Mathematics: Who's behind the Fence? Creating a Rich Learning Environment with a Nontraditional Problem. Teaching Children Mathematics, 1, 6, 382-85 Feb. Presents a scenario using an animal word problem and illustrates how kindergarten classrooms can become rich environments to develop students' mathematical power. Presents student solutions. (MKR) EJ503949

Friel, S. N. (1992). Implementing the Professional Standards for Teaching Mathematics: Teachers Building on Students' Thinking. Arithmetic Teacher, 39, 7, 32-37 Mar. Provides excerpts from videotaped dialogue between two third grade students and their interactions with their teacher while solving a counting problem to describe student thinking and communication during the task. Discusses the teachers' role in the dialogue and implications for classroom practice. (MDH) EJ445046

G

Gann, J. H. (1993). Implementing the Professional Standards for Teaching Mathematics: Making Change in Schools. Arithmetic Teacher, 40, 5, 286-89 Jan. Describes a concerns-based approach to professional development programs designed to implement current reforms in mathematics education. Identifies seven Stages of Concern and includes a table of typical statements, expressions of concern, and intervention strategies a change facilitator can follow with teachers at each stage. (MDH) EJ464710

H

Harrington, R. (1997). New Standards for Teaching Middle School Science: Now That We Have Them, What Do We Do? Journal of Research in Rural Education, 13, 1, 37-46 Spr. Describes an inquiry-based project on kinematics piloted at a rural middle school in 1996 by a Maine collaboration of university faculty, graduate students, and K- 12 teachers. The group examines the new science standards, develops new curricula based on physics education research, helps middle-school teachers implement that curricula, and assesses the effectiveness of materials and methods. (Author/TD) EJ552815

Hart, E. W., & Others. (1990). Implementing the Standards. Teaching Discrete Mathematics in Grades 7-12. Mathematics Teacher, 83, 5, 362-67 May. Discrete mathematics are defined briefly. A course in discrete mathematics for high school students and teaching discrete mathematics in grades 7 and 8 including finite differences, recursion, and graph theory are discussed. (CW) EJ413936

Hart, L. C., & Others. (1992). Implementing the Professional Standards for Teaching Mathematics: The Role of Reflection in Teaching. Arithmetic Teacher, 40, 1, 40-42 Sep. Discusses the role of teacher reflection in effecting the changes envisioned by the NCTM "Professional Teaching Standards." Presents reasons why teachers should reflect on their teaching, what teachers should examine, when reflection should be done, and five methods on how reflection can take place. (MDH) EJ453581

Hoffer, A. R. (1993). Implementing the "Professional Standards for Teaching Mathematics": The Excitement of Learning with Our StudentsAn Escalator of Mathematical Knowledge. Mathematics Teacher, 86, 4, 315-19 Apr. Discusses the potential that school mathematics has for being a source of exploration and discovery for students and teachers. Provides a process-oriented definition of understanding mathematics. Presents activities in which students construct computer and actual models of polyhedra and make conjectures regarding a medical research application of polyhedra involving viruses. (MDH) EJ464608

House, P. A. (1994). Implementing the Professional Standards for Teaching Mathematics: Let the Mathematics-Science Connection Break the Mold in Teacher Preparation. Mathematics Teacher, 87, 4, 289-93 Apr. Discusses the use of manipulatives and the connections between mathematics and science to help preservice teachers to discover and reconstruct their mathematical knowledge. Uses science and mathematics to model functions and to show examples of multiple representations. (MKR) EJ485524

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K

King, M. B. (1994). Locking Ourselves In: National Standards for the Teaching Profession. Teaching and Teacher Education, 10, 1, 95-108 Jan. Examines the certification program of the National Board for Professional Teaching Standards (NBPTS), focusing on professionalization, standards, assessment, and certification. Argues that the NBPTS program will ultimately institute more controls on teachers, further distance "professionals" from laypersons, and inhibit collaborative efforts among school personnel. (MDM) EJ484284

Koss, R., & Marks, R. (1994). Implementing the Professional Standards for Teaching Mathematics: The Teacher and Evaluation. Mathematics Teacher, 87, 8, 614-17 Nov. Discusses the need for reform in teacher evaluation, current practice, implementing the Professional Teaching Standards of the National Council of Teachers of Mathematics, and the relationship between teacher evaluation and constructivist views of learning. (MKR) EJ500125

L

Lathlaen, P. (1990). The National Board for Professional Teaching Standards and Possible Implications for Gifted Education. Special Issue: Educational Reform: Impact on Gifted. Implications of the National Board for Professional Teaching Standards' program of voluntary teacher certification for excellent experienced teachers on the field of gifted education are considered. Noted is the importance of determination of competencies for both teachers of the gifted and classroom teachers serving the gifted in the regular classroom. (DB) EJ420046

Leiva, M. A. (1995). Implementing the Professional Standards for Teaching Mathematics: Empowering Teaching through the Evaluation Process. Mathematics Teacher, 88, 1, 44-47 Jan. Discusses the necessity that teachers become central to the teacher evaluation process as outlined in the NCTM Professional Teaching Standards by using portfolio documentation organized into three components: plan and design, enactment of teaching, and outcomes of planning and teaching. (MKR) EJ503928

M

Marra, D. A. (1996). Teaching to the National Geography Standards through Children's Picture Books. Journal of Geography, 95, 4, 148-52 Jul-Aug. Reviews the six essential elements of the National Standards for Geography and demonstrates how children's books can teach them. Each element and a particular standard are applied to a specific picture book. Briefly reviews the standards and what knowledge they incorporate. (MJP) EJ536773

Mayer, D. P. (1997). New Teaching Standards and Old Tests: Dangerous Mismatch? 51pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). As almost every state attempts to reform mathematics instruction by implementing new teaching standards, state testing practices remain largely unchanged. Is there a mismatch between these new standards and the old tests? This question is investigated by examining whether middle school and high school algebra students taught in a manner consistent with the National Council of Teachers of Mathematics (NCTM) "Professional Standards" performed differently on three standardized algebra assessments than students taught in traditional classrooms. The data come from 94 teachers, 2,369 students, and 40 schools in 1 of the nation's largest school districts. Results indicate that a mismatch does not exist between the "Standards" and the old tests. In fact, middle school algebra students whose teachers spent more time using the NCTM teaching approach had higher growth rates than students whose teachers spent less time using the approach. However, students with higher ability levels benefited more. The growth rates of the lowest achieving students, the high school students (who were disproportionately poor and black), were not helped or hindered by the NCTM teaching approach. This study provides policymakers with evidence that traditional multiple choice tests do not directly undermine the standards movement in this one school district. On the other hand, old tests will not provide teachers of low-achieving students with any incentive to adopt the "Standards." (Contains 2 figures, 8 tables, and 50 references.) (Author) ED413348

Mayer, D. P. (1997). Will New Teaching Standards Be Implemented If Old Tests Are the Yardstick for Success? 47pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). As almost every state revises its mathematics frameworks or develops new ones, current testing practices remain almost unchanged. The National Council of Teachers of Mathematics (NCTM), in its "Professional Standards for Teaching Mathematics," argues for greater emphasis on application, reasoning, and conceptual understanding, but the "Standards" authors recognized that a discontinuity exists between standardized tests and their view of mathematics teaching. The implications of this mismatch may be that the "Standards" are never really implemented. This study examines whether students taught in NCTM-like classrooms perform differently on standardized assessments than students taught in traditional classrooms. The question is addressed in the context of eighth- grade algebra classrooms using students from the second cohort of the Longitudinal Study of American Youth for the 1988-89 school year. The analytic sample consists of 325 students and 37 teachers from 34 schools. A teacher survey determined whether teachers used an active teaching approach of the sort advocated by the "Standards." Algebra achievement was measured through test items from the National Assessment of Educational Progress (NAEP) taken in eighth and ninth grades. The study finds that the more emphasis a teacher places on class discussion and small group work relative to lecture and seatwork, the less students gain on their NAEP examinations over 1 year. This negative association is not accounted for by teacher or student background characteristics. Results highlight the mismatch between the sort of teaching increasingly advocated and performance on current types of standardized tests. (Contains 2 figures, 4 tables, and 61 references.) (SLD) ED413347

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Peak, G. (Jul 1994). National Competency Standards for the Teaching Profession: Lessons from Out-of- School. 22pp. Paper presented at the Annual Meeting of the Australian Teacher Education Association (24th, Brisbane, Queensland, Australia, July 3-6, 1994). Events in the development of competency standards for the teaching profession in Australia are documented, including publishing articles and reports, conducting conferences, commissioning sets of standards, validating support for the competency framework, and promoting of standards by government and professional organizations. Competency-based approaches are also being promoted in Australia's vocational education and training sector as the way to increase the quality and quantity of workplace skills which in turn will lead to higher productivity and profitability. Issues that are being raised in the out-of-school vocational training sector, which may be relevant to colleagues associated with teacher education in the school sector, are discussed. These include definitions of competency; the relationship between competency standards and the curriculum; how competency is assessed; where assessment should take place and who should be the assessors; the need to recognize expertise and excellence; how assessment should be recorded and who should keep the records of competencies and qualifications; and the implications of this for industrial relations. (Contains 60 references.) (JDD) ED376135

Prevost, F. J. (1993). Implementing the Professional Standards for Teaching Mathematics. Rethinking How We Teach: Learning Mathematical Pedagogy. For first article in the series, "Knowing Mathematical Pedagogy," see the November 1992 issue. Discusses the mathematical pedagogy changes that reflect the constructivist approach exemplified in the National Council of Teachers of Mathematic's "Professional Standards for Teaching Mathematics." As part of the change process, recommends that teachers (1) reflect on their present practices, (2) risk making changes in classroom activities and environment, and (3) revise practice as expertise grows. (MDH) EJ460290

R

Reys, B. J., & Long, V. M. (1995). Implementing the Professional Standards for Teaching Mathematics: Teacher as Architect of Mathematical Tasks. Teaching Children Mathematics, 1, 5, 296-99 Jan. Discusses good mathematical tasks and where they may be found. Good tasks are authentic, are challenging, pique the curiosity of students, encourage students to make sense of mathematical ideas, encourage multiple perspectives, and nest skill development in the context of problem solving. (MKR) EJ503937

S

Schneider, D. (1993). Teaching Social Studies: The Standards Movement. Clearing House, 67, 1, 5-7 Sep-Oct. Discusses the difficulties of establishing national educational standards in a content area such as social studies. Describes how national standards are being studied and might be instituted. (HB) EJ474058

Schultz, J. E. (1991). Implementing the Standards: Teaching Informal Algebra. Arithmetic Teacher, 38, 9, 34-37 May. Presents suggestions for developing algebraic concepts beginning in the early grades to develop a gradual building from informal to formal algebraic concepts that progresses over the K-12 curriculum. Includes suggestions for representing relationships, solving equations, employing meaningful applications of algebra, and using of technology. (MDH) EJ447751

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Vacc, N. N. (1993). Implementing the Professional Standards for Teaching Mathematics: Questioning in the Mathematics Classroom. Arithmetic Teacher, 41, 2, 88-91 Oct. Encourages teachers to allow students to engage in conversation and discuss what they do and do not understand. Discusses different types of questions found in classroom instruction: factual questions, reasoning questions, and open questions. To promote communication, teachers must change their beliefs about instruction. (PDD) EJ474912

Vacc, N. N. (1993). Implementing the Professional Standards for Teaching Mathematics: Teaching and Learning Mathematics through Classroom Discussion. Arithmetic Teacher, 41, 4, 225-27 Dec. Proposes the technique of group discussions in the learning of mathematics. Examines the teacher's role in creating an environment that encourages student participation; presents four techniques to initiate discussions in elementary school classes; and offers five attributes teachers need to develop in students for effective discussions. (MDH) EJ478352

Vacc, N. N. (1994). Implementing the Professional Standards for Teaching Mathematics: Planning for Instruction: Barriers to Mathematics Discussion. Arithmetic Teacher, 41, 6, 339-41 Feb. Presents strategies for counteracting the following barriers to classroom discussions: student nonparticipation or inattentiveness to others; teacher behaviors of initiating, soliciting, responding, and reacting; argumentative encounters; and inability to communicate mathematically. (MKR) EJ482273

Vacc, N. N., & Others. (1995). Implementing the Professional Standards for Teaching Mathematics: Beyond the Classroom. Teaching Children Mathematics, 1, 8, 494-97 Apr. Describes an activity that combines a first-grade class, a fifth-grade class, measurement activities, and gorillas in a zoo to extend the mathematics learning environment and include mathematical connections, problem solving, and communications. (MKR) EJ507360

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