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Author

Hamilton, Laura S.

Title What supports do teachers need to help students meet Common Core State Standards for mathematics? : findings from the American Teacher and American School Leader Panels / Laura S. Hamilton, Julia H. Kaufman, Brian M. Stecher, Scott Naftel, Michael Robbins, Lindsey E. Thompson, Chandra Garber, Susannah Faxon-Mills, V. Darleen Opfer.

Publication Info.

Santa Monica : Rand Corporation, 2016.

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Connect to https://pittstate.idm.oclc.org/login?url=https://www.jstor.org/stable/10.7249/j.ctt19w71cr

Copies

Location	Call No.	OPAC Message	Status
Axe JSTOR Open Ebooks	Electronic Book	---	Available

Description	1 online resource (7 pages) : color illustrations
	text txt rdacontent
	computer c rdamedia
	online resource cr rdacarrier
Series	Research report ; RR-1404-1
	Research report (Rand Corporation) ; RR-1404-1.
Note	"October 27, 2016"--Table of contents page
Bibliography	Includes bibliographical references (page 7).
Contents	Summary -- Background -- Findings: In CCSS states, majorities of K- 2 teachers in each core subject reported being expected to address mathematics state standards in their instruction -- Among those expected to address mathematics standards, nonmathematics teachers were less familiar with the standards than were mathematics teachers -- Most mathematics teachers reported feeling at least moderately prepared to help students meet mathematics standards -- Among CCSS teachers who were expected to address mathematics standards, the highest-reported PD needs included differentiation of instruction and complex, inquiry-based modes of instruction -- Implications for state and district policymakers -- Endnotes.
Summary	Mathematics teachers across the United States have been working to adjust their instruction in response to states' adoption of the Common Core State Standards for Mathematics and similar standards. This report documents the extent to which teachers are expected to address new mathematics standards in their instruction, teachers' familiarity with these standards, the professional development (PD) opportunities that teachers report receiving, and the PD opportunities they think they need to help them implement standards effectively. The report draws on February 2015 data from RAND's American Teacher Panel and American School Leader Panel--new survey tools that take the pulse of the nation's educators on key issues of education policy and practice through periodic surveys of a representative sample of teachers and principals across the United States. The authors conclude with a discussion of the data's implications for state and district policymakers. This report was updated in October 2016. The current version provides estimates based on updated weights for a small percentage of the respondents. Weights were updated to account for infrequent misclassification in the assignment of school-level characteristics"--Publisher's description
Note	Online resource; title from HTML title caption (Rand, viewed November 2, 2016).
Subject	Mathematics -- Study and teaching -- Standards -- United States.
	Common Core State Standards (Education)
	Education and state -- United States.
	Mathématiques -- Étude et enseignement -- Normes -- États-Unis.
	Common Core State Standards (Éducation)
	Éducation -- Politique gouvernementale -- États-Unis.
	MATHEMATICS -- General.
	Common Core State Standards (Education)
	Education and state
	Mathematics -- Study and teaching -- Standards
	United States https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq
Added Title	Findings from the American Teacher and American School Leader Panels
Related To	Based on (work) : Kaufman, Julia H. What supports do teachers need to help students meet Common Core State Standards for mathematics? [Santa Monica, CA] : RAND Corporation, [2016] (OCoLC)940744919
ISBN	0833094068 (electronic bk.)
	9780833094063 (electronic bk.)
Standard No.	AU@ 000061154367
	GBVCP 1008666068