Implementing new mathematics content standards: do similarities exist between the perspectives of teachers, superintendents, principals, central office administrators, and state and regional leaders?

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Date

2005

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Moeller, Paula Steffen

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This research was designed to determine if there were variances in educator and administrator perceptions about the time, resources and support teachers need prior to implementing the revised secondary mathematics Texas Essential Knowledge and Skills (TEKS). Academic content standards are directly tied to high stakes assessments in Texas, student performance and graduation depends on teachers’ ability to implement standards in a sound manner. Teachers must be given the time, resources and support to fully implement content standards prior to the standards being included on the state assessment (TAKS), a test that is used for campus and district accountability under state and federal policy. This study is significant because staff at the Texas Education Agency is responsible for the refinement and alignment of the Texas Essential Knowledge and Skills in mathematics. Mathematics was selected as the first content area to conduct standards revision prior to the textbook adoption cycle in 2006. These results informed the State Board of Education prior to establishing the content and timeline for TEKS implementation (19 TAC §74.1, Subchapter B and C), a mandate that will affect 1261 school districts in Texas. Other content area TEKS will be refined and aligned in subsequent years using this same revision model. This study employed a correlational research design. Two thousand six hundred forty-nine educators and administrators participated in the online, original survey. The researcher analyzed the data using PC-SAS. Descriptive statistics, Kruskal-Wallis, ANOVA, and MANOVA procedures were used to determine if differences in perception exist between educators, superintendents, principals, central office administrators, regional and state leaders. Findings indicate differences in perception between educators, superintendents, principals, and central office administrators, regional and state leaders that were statistically significant at or below the .05 level in response to questions related to staff development, support, resources and the time needed to prepare for assessment changes that result when changes are made to the state standards. These findings will assist administrators identifying resources, professional development, and time that teachers need to enact curricular change, and help ensure implementation of state standards that will be measured by state mandated assessments.

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