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As states have initiated educational reforms founded on standards-based education, teachers' roles have changed dramatically, shifting from the use of more structured textbook-driven instructional methods to more flexible, collaborative approaches. Teachers have implemented these changes with varying degrees of success. In this publication, teachers share their insights about their preparation to teach in a standards-based environment, about the resources and support needed to implement standards-based reform, and the impact of new accountability systems. Following an introduction to standards-based reform, chapters 2, 3, and 4 portray the real-life implications of the tenets of standards-based education from the teacher perspective using information from interviews with beginning and veteran teachers. Chapter 5 provides guidelines for supporting teachers' implementation of standards-based education, given what can be learned from teacher perspectives. Chapter 6 contains a discussion of how Mid-Continent Research for Education and Learning (McREL) plans to undertake midcourse review and analysis of standards-based education. An appendix lists milestones in the development of standards-based reform. (Contains 30 references.) (SLD)

Descriptors: Academic Standards, Educational Change, Elementary Secondary Education, Program Implementation, Teacher Attitudes, Teacher Education, Teacher Role, Teachers

Mid-Continent Research for Education and Learning, 2550 S. Parker Road, Suite 500, Aurora, CO 80014-1678. Tel: 303-337-0990; Fax: 303-337-3005; e-mail: info[at]; web site:

Autor: Chambers, Lyn; Dean, Ceri


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