Buradasınız

Does it help teaching? Instructors’ perceptions of a technology enhanced standards-based educational program

Journal Name:

Publication Year:

Abstract (2. Language): 
Recent accountability movements in the education world gave rise to standardsbased curriculum, which provides a teaching and learning environment with high quality instructional materials. An example to such learning environment is Cisco Certified Network Associate (CCNA) program. This study investigates high school teachers’ perceptions and experiences of CCNA program in their classrooms. 357 high school teachers in the United States who teach in the CCNA program completed an online survey measuring their perceptions about standards-based curriculum and testing. The results show that teachers generally accept standards-based curriculum and testing as a teaching tool, spend less time on student feedback and would like to see some features of the curriculum applied to other regular high school subjects such as mathematics and science.
827-852

REFERENCES

References: 

Adelman, C. (2000). A Parallel Postsecondary Universe: The Certification System in
Information Technology. Washington D. C.: Office of Educational Research and
Improvement.
Bay, J. M., Beem, J. K., Reys, R. E., Papick, I., & Barnes, D. E. (1999). Student reactions to
standards-based mathematics curricula: the interplay between curriculum, teachers,
and students. School Science & Mathematics, 99(4), 182-188.
Briars, D. J., & Resnick, L. B. (2000). Standards, Assessments--and What Else? The
Essential Elements of Standards-Based School Improvement. CSE Technical Report
(No. ED450137). Los Angeles, CA: California Univ., Los Angeles. Center for the
Study of Evaluation.
Cohen, D. K. (1990). A Revolution in one classroom: The case of Mrs. Oublier. Educational
Evaluation and Policy Analysis, 12(3), 327-345.
Corcoran, T. C. (1995). Transforming professional development for teachers: a guide for
state policymakers: National Governors' Association, Washington, DC. Center for
Policy Research.
Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional
development in an era of reform. Phi Delta Kappan, 76(8), 597-604.
Davis, J. D., & Shih, J. C. (2007). Secondary options and post-secondary expectations:
Standards-based mathematics programs and student achievement on college
mathematics placement exams. School Science & Mathematics, 107(8), 336-346.
Elmore, R. F. (1996). Getting to scale with good educational practice. Harvard Educational
Review, 66(1), 1-26.
Fuson, K. C. (2000). Achievement results for second and third graders using the standardsbased
curriculum everyday mathematics. Journal for Research in Mathematics
Education, 31(3), 277-295.
Goldsmith, L. T., & Mark, J. (1999). What is a standards-based mathematics curriculum?
Educational Leadership, 57(3), 40-44.
Grant, S. G., Peterson, P. L., & Shojgreen-Downer, A. (1996). Learning to teach
mathematics in the context of systemic reform. American Educational Research
Journal, 33(2), 509-541.
Çakır, H., Bichelmeyer, B. A., Duffy, T., Dennis, A. & Bunnage, J. (2009). Does it help teaching? Instructors’
perceptions of a technology enhanced standards-based educational program. International Journal of
Human Sciences [Online]. 6:2. Available: http://www.insanbilimleri.com/en
851
Hiebert, J., Carpenter, T. P., Fennema, E., Fuson, K. C., Wearne, D., & Murray, A. (1997).
Making sense: Teaching and learning mathematics with understanding. Portsmouth,
NH: Heinemann.
Huntley, M. A. (2000). Effects of standards-based mathematics education: a study of the
core-plus mathematics project algebra and functions strand. Journal for Research in
Mathematics Education, 31(3), 328-341.
Knudson, R. E., & Wiley, M. (1997). The Implications of Standards-Based Reform: The
Local Level. Long Beach, CA: California State University.
Kyburg, R. M., Hertberg-Davis, H., & Callahan, C. M. (2007). Advanced placement and
international baccalaureate programs: Optimal learning environments for talented
minorities? Journal of Advanced Academics, 18(2), 172-215.
Loucks-Horsley, S., & Matsumoto, C. (1999). Research into practice. School Science &
Mathematics, 99(5), 258-271.
McCaffrey, D. F., Hamilton, L. S., Stecher, B. M., Klein, S. P., Bugliari, D., & Robyn, A.
(2001). Interactions among instructional practices, curriculum, and student
achievement: The case of standards-based high school mathematics. Journal for
Research in Mathematics Education, 32(5), 493-517.
Menken, K. (2006). Teaching to the test: How no child left behind impacts language policy,
curriculum, and instruction for English language learners. Bilingual Research
Journal, 30(2), 521-546.
Nagy, K., Collins, A., Duschl, R., & Erduran, S. (1999). Changes in Science Teachers'
Practice & Beliefs: Progress toward Implementing Standards-Based Reforms.
Dartmouth M.A.: National Center for Improving Student Learning and Achievement
in Mathematics and Science.
NCTM. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA.
NCTM. (2001). Principles and standards for school mathematics. Reston, VA: Author.
Popham, W. J. (2001). Teaching to the test? Educational Leadership, 58(6), 16-20.
Porter, A. C., & Brophy, J. (1988). Synthesis of Research on Good Teaching: Insights from
the Work of the Institute for Research on Teaching. Educational Leadership, 45(8),
74-85.
Reys, B., Robinson, E., Sconiers, S., & Mark, J. (1999). Mathematics curricula based on
rigorous national standards. Phi Delta Kappan, 80(6), 454-456.
Çakır, H., Bichelmeyer, B. A., Duffy, T., Dennis, A. & Bunnage, J. (2009). Does it help teaching? Instructors’
perceptions of a technology enhanced standards-based educational program. International Journal of
Human Sciences [Online]. 6:2. Available: http://www.insanbilimleri.com/en
852
Reys, R., Reys, B., Lapan, R., Holliday, G., & Wasman, D. (2003). Assessing the impact of
standards-based middle grades mathematics curriculum materials on student
achievement. Journal for Research in Mathematics Education, 34(1), 74-95.
Riordan, J. E., & Noyce, P. E. (2001). The impact of two standards-based mathematics
curricula on student achievement in Massachusetts. Journal for Research in
Mathematics Education, 32(4), 368-398.
Scahill, E. M., Melican, C., & Walstad, W. (2005). The preparation and experience of
advanced placement in economics instructors. Journal of Economic Education,
36(1), 93-98.
Schoen, H. L., Finn, K. F., Griffin, S. F., & Fi, C. (2001). Teacher variables that relate to
student achievement in a standards-oriented curriculum. Washington, DC: National
Science Foundation.
Schoen, H. L., & Pritchett, J. (1998). Students' Perceptions and Attitudes in a Standards-
Based High School Mathematics Curriculum. Paper presented at the American
Educational Research Association, San Diego, CA.
Sleeter, C. (2005). Un-standardizing Curriculum: Multicultural Teaching in the Standardsbased
Classroom. New York: Teachers College Press.
Sturman, L. (2003). Teaching to the test: science or intuition? Educational Research, 45(3),
261-273.
Trafton, P. R., Reys, B. J., & Wasman, D. G. (2001). Standards-based mathematics
curriculum materials: A phrase in search of a definition. Phi Delta Kappan, 83(3),
259-264.
Vogler, K. E. (2008). Comparing the impact of accountability examinations on mississippi
and tennessee social studies teachers' instructional practices. Educational Assessment,
13(1), 1-32.
Von Secker, C. E., & Lissitz, R. W. (1999). Estimating the impact of instructional practices
on student achievement in science. Journal of Research in Science Teaching, 36(10),
1110-1126.
Zellmer, M. B., Frontier, A., & Pheifer, D. (2006). What are NCLB's instructional costs?
Educational Leadership, 64(3), 43-46.

Thank you for copying data from http://www.arastirmax.com