Tensions and Alignment between Simultaneous Implementations of an Ambitious Mathematics Program and Understanding by Design
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Resumo
We studied a case of a school in a high need setting that undertook multiple simultaneous initiatives during a major school reorganization. We focused on the simultaneous implementations of two comprehensive initiatives, one related to ambitious mathematics teaching and one related to the Understanding by Design curriculum writing process. We explored the extent to which educators in a mathematics department saw these initiatives as aligned or in tension. The results show that simultaneous ambitious initiatives may ultimately be mutually reinforcing, especially if grounded in common principles. We also found that initial tensions existed and diminished both initiatives at the outset.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Educational Leadership and Policy Studies
- Ano
- 2024
- Idioma
- en
- Palavras-chave
- School Organization; Program Implementation; Mathematics Instruction; Teacher Attitudes; Alignment (Education); Educational Policy; Educational Change; Mathematics Teachers; Curriculum Design; Partnerships in Education; College School Cooperation; Boards of Education; State Departments of Education; Aspiration; Instructional Design; Learner Engagement; Personal Autonomy; Culturally Relevant Education; Thinking Skills; Democracy; Educational Quality; Difficulty Level
- Temas
- Currículo
- ISSN
- 2473-2826
- Acesso
- Download disponível
- Fontes
- ERIC — Education Resources Information Center
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
CHOPPIN, Jeffrey; GREEN, Christine. Tensions and Alignment between Simultaneous Implementations of an Ambitious Mathematics Program and Understanding by Design. Journal of Educational Leadership and Policy Studies, 2024. Disponível em: https://eric.ed.gov/?id=EJ1457434. Acesso em: 5 nov. 2026.
APA
Choppin, J., & Green, C. (2024). Tensions and Alignment between Simultaneous Implementations of an Ambitious Mathematics Program and Understanding by Design. Journal of Educational Leadership and Policy Studies. https://eric.ed.gov/?id=EJ1457434
BibTeX
@article{choppin2024,
author = {Choppin, Jeffrey and Green, Christine},
title = {Tensions and Alignment between Simultaneous Implementations of an Ambitious Mathematics Program and Understanding by Design},
year = {2024},
journal = {Journal of Educational Leadership and Policy Studies},
url = {https://eric.ed.gov/?id=EJ1457434},
language = {en}
}RIS
TY - JOUR AU - Choppin, Jeffrey AU - Green, Christine TI - Tensions and Alignment between Simultaneous Implementations of an Ambitious Mathematics Program and Understanding by Design PY - 2024 JO - Journal of Educational Leadership and Policy Studies UR - https://eric.ed.gov/?id=EJ1457434 LA - en ER -
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