1991

Conceptual Frameworks for Research Circa 1991: Ideas from a Cultural Anthropologist; Implications for Mathematics Education Rese

epicpolicy — Fri, 27 Jul 2007 11:01:30 -0600

Publisher Blacksburg, VA: Psychology of Mathematics Education
Summary What is a conceptual framework and why all the fuss about whether you have one for your research project? Is it simply politically correct to have a conceptual framework or is there more to it? This paper discusses the value of explicit conceptual frameworks for educational research, and what difference conceptual frameworks might make in mathematics education research.

Effects of high-stakes testing on instruction

epicpolicy — Fri, 27 Jul 2007 13:27:29 -0600

Publisher Paper presented at the annual meeting of the American Educational Research Association, Chicago
Summary The purpose of this study was to assess the effects of standardized testing on instruction in two high-stakes school districts. Third, fifth, and sixth grade teachers in approximately 100 schools were surveyed with a questionnaire.

Psychometricians' beliefs about learning

epicpolicy — Fri, 27 Jul 2007 10:33:31 -0600

Publisher     Educational Researcher, 20
Page Numbers    2-16
Summary    This article examines beliefs that psychometricians hold about learning, borrowing both methodological approach and perspective from recent research on teaching thinking, which suggests that teachers' classroom practices can be understood in terms of their beliefs or implicit theories about instruction and learning.

Social and cultural constraints on students' access to school knowledge

epicpolicy — Fri, 27 Jul 2007 11:12:25 -0600

Publisher Teachers College Press
Page Numbers 28-43

The effects of high-stakes testing on achievement: Preliminary findings about generalization across tests

epicpolicy — Fri, 27 Jul 2007 13:37:54 -0600

Publisher Paper presented at the annual meeting of the American Educational Research Association, Chicago
Summary This study provides detailed evidence from specific districts about the extent of generalization from high-stakes tests and about the instructional effects of high-stakes testing.