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 /

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Bibliographic Details
Author / Creator:	Hamilton, Laura S.
Imprint:	Santa Monica : Rand Corporation, 2016.
Description:	1 online resource (7 pages) : color illustrations
Language:	English
Series:	Research report ; RR-1404-1 Research report (Rand Corporation) ; RR-1404-1.
Subject:	Mathematics -- Study and teaching -- Standards -- United States. Common Core State Standards (Education) Education and state -- United States. Common Core State Standards (Education) Education and state Mathematics -- Study and teaching -- Standards United States
Format:	E-Resource Book
URL for this record:	http://pi.lib.uchicago.edu/1001/cat/bib/11397629
Related Items:	Based on (work) : What supports do teachers need to help students meet Common Core State Standards for mathematics?

Hidden Bibliographic Details
Varying Form of Title:	Findings from the American Teacher and American School Leader Panels
ISBN:	0833094068 9780833094063
Notes:	"October 27, 2016"--Table of contents page Includes bibliographical references (page 7). Online resource; title from HTML title caption (Rand, viewed November 2, 2016).
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

Table of 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.

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 /

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