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title: A Revolution in One Classroom: The Case of Mrs. Oublier
created: 2022-06-02T03:27:00+00:00
modified: 2022-10-19T20:09:02+00:00
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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: Cohen, David K.
date: 1990
in publication: Educational Evaluation and Policy Analysis
volume: 12
issue: 3
pages: 311-329
resource type: Background/Context
medium: Print
context type: Policy
approach concept: Policy
open access: No
peer: Yes
issn: 0162-3737
doi: https://doi.org/10.3102/01623737012003311
identifier: https://www.jstor.org/stable/1164355
url: https://doi.org/10.3102/01623737012003311
url: https://www.jstor.org/stable/1164355
apa: 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
cited in: http://core.miserver.it.umich.edu/omeka-s/api/items/2500
status: Published Text
genre: Empirical
id: CW8YZDRT
class: ire:JournalArticle
date added: 3/30/2021 20:36
date modified: 3/30/2021 20:36
date accessed: 3/30/2021 20:36
short title: A Revolution in One Classroom
catalog: JSTOR
extra: Publisher: [American Educational Research Association, Sage Publications, Inc.]

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display title: The Policy Context of United States Educational Innovation and Improvement