A Revolution in One Classroom: The Case of Mrs. Oublier
Item
Title
A Revolution in One Classroom: The Case of Mrs. Oublier
Abstract/Description
This essay probes the relationship between instructional policy and teaching practice. In the mid 1980s, California State officials launched an ambitious effort to revise mathematics teaching and learning. The aim was to replace mechanical memorization with mathematical understanding. This essay considers one teacher's response to the new policy. She sees herself as a success for the policy: she believes that she has revolutionized her mathematics teaching. But observation of her classroom reveals that the innovations in her teaching have been filtered through a very traditional approach to instruction. The result is a remarkable melange of novel and traditional material. Policy has affected practice in this case, but practice has had an even greater effect on policy.
Author/creator
Date
In publication
Volume
12
Issue
3
Pages
311-329
Resource type
Background/Context
Medium
Print
Background/context type
Policy
IRE Approach/Concept
Open access/free-text available
No
Peer reviewed
Yes
ISSN
0162-3737
Other unique identifier
Citation
Cohen, D. K. (1990). A Revolution in One Classroom: The Case of Mrs. Oublier. Educational Evaluation and Policy Analysis, 12(3), 311–329. https://doi.org/10.3102/01623737012003311
Resource status/form
Published Text
Scholarship genre
Empirical
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