This non-experimental, quantitative study explored how factors related to teachers' beliefs, curricular orientation, training and support received, and their identity and background experiences are associated with their use of curriculum. Specifically, this study sought to examine teachers' use of a curricular resource specifically designed to…

There have been many attempts to reform mathematics teaching in Australia to encourage teachers to use more cognitively demanding tasks that focus on problem solving and reasoning. However, there is limited specific advice for teachers on how best to do this. This paper reports on one set of survey items that examines 52 teachers' responses to…

Faced with accountability pressures and limited resources, education policymakers make difficult choices regarding school curricula. In recent years, studies have documented a decreased emphasis in arts and humanities instruction. One potential way for schools to fill this gap includes partnering with arts and cultural organizations to provide…

This paper reports an exploration into Indonesian fourth graders' difficulties in fractions and their relation to the opportunity to learn fractions students got at schools. The concept of "opportunity to learn" is often considered as a framework to investigate possible reasons for students' difficulties. The data for this study was…

We present a reconceptualized framework for opportunity to learn (OTL) in school mathematics that builds on previous conceptualizations of OTL and includes features related to both quantity (i.e., time) and quality. Our framework draws on existing literature and on our own observational research of mathematics teaching practices. Through the…

Stacy McKenzie is challenged to find new ways to involve students in their learning. She begins this journey by developing a lesson planning framework based on constructivist principles for learning. The perspectives Stacy applies in her program are shared in this article: First, by examining how she crafts a lesson framework that provides…

Although the Curriculum Principle in "Principles and Standards for School Mathematics" states, "A school mathematics curriculum is a strong determinant of what students have an opportunity to learn and what they do learn," this article seeks to help teachers enhance tasks found in commonly used textbooks to create additional opportunities for…

This retrospective cross-case analysis compares two fourth-grade language arts teachers' beliefs and practices as they respond to an influx of high-stakes tests, including district-mandated benchmark testing systems. One teacher works in a suburban school, the other in an urban school. Results from the study show that the teachers' beliefs about…

The authors explored the effects of teaching conceptual model-based problem-solving instruction on students' ability to solve problems in various situations. Participants were 3 4th-and 5th-grade students with or at risk for mathematics disabilities. The authors used an adapted multiple-probe across-participants design to assess the functional…

Turkey has been undertaking many projects to integrate Information and Communication Technology (ICT) sources into practice in the teaching-learning process in educational institutions. This research study sheds light on the use of ICT tools in primary schools in the social studies subject area, by considering various variables which affect the…

This report presents the case-study findings from a cross-state investigation focused on Georgia, Kentucky, Mississippi, North Carolina, South Carolina, and Tennessee, intended to deepen understanding around the influence of high stakes accountability on teacher learning and the capacity of districts and schools to support instructional practices…