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Teacher Variables That Relate to Student Achievement When Using a Standards-Based Curriculum

Harold L. Schoen, Kristin J. Cebulla, Kelly F. Finn and Cos Fi
Journal for Research in Mathematics Education
Vol. 34, No. 3 (May, 2003), pp. 228-259
DOI: 10.2307/30034779
Stable URL: http://www.jstor.org/stable/30034779
Page Count: 32
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Teacher Variables That Relate to Student Achievement When Using a Standards-Based Curriculum
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Abstract

We report results from a study of instructional practices that relate to student achievement in high school classrooms in which a standards-based curriculum (Core-Plus) was used. We used regression techniques to identify teachers' background characteristics, behaviors, and concerns that are associated with growth in student achievement and further described these associations via graphical representations and logical analysis. The sample consisted of 40 teachers and their 1,466 students in 26 schools. Findings support the importance of professional development specifically aimed at preparing to teach the curriculum. Generally, teaching behaviors that are consistent with the standards' recommendations and that reflect high mathematical expectations were positively related to growth in student achievement.

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