Teacher beliefs and the implementation of the mathematics curriculum in an urban school district
Teachers' beliefs about standards-based mathematics curricula can have a direct impact on the implementation of those curricula. Yet, new standards-based curricular approaches, mandated as reform structures under the No Child Left Behind Act (NCLB), fail to account for the beliefs of teachers r...
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| Format: | Others |
| Language: | en |
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ScholarWorks
2011
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| Online Access: | https://scholarworks.waldenu.edu/dissertations/873 https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1872&context=dissertations |