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July 2006
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78 Reads
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16 Citations
Pedagogy Culture and Society
Contends that individual teachers have ultimate control over what content is taught in their classrooms. Reports a study of the factors which influenced the curriculum decision-making of 18 elementary teachers. (BSR)
September 2005
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146 Reads
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17 Citations
Journal of Educational Measurement
December 1994
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10 Reads
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6 Citations
Educational Policy
Porter supports Clune's focus on outputs, rather than inputs and procedures. However, he feels that national and state standard setting and systemic reform would lead to more school improvement and education equity than would the one-school-at-a-time approach. The focus on outcomes leaves much room for local discretion in curriculum, regardless of the level at which the outcomes are specified. Porter proposes holding schools accountable for student achievement against national achievement standards. He agrees with Clune that schools not meeting the standards need to be given technical assistance, while acknowledging the difficulty of finding needed resources. Porter further proposes high standards-excellence-rather than minimums. He acknowledges that excellence with equity might require uniformly excellent education available to all students-at a much higher price than that for true adequacy.
March 1994
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76 Reads
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80 Citations
Educational Evaluation and Policy Analysis
High school mathematics and social studies teachers were studied to determine the influence of curriculum control policies on their sense of autonomy and job satisfaction. Control policies were found to have their largest effects on content decisions in mathematics. Nevertheless, teachers in all conditions studied reported relatively high degrees of personal control over both content and pedagogy. Further, there was little evidence that teachers felt less efficacious or satisfied about their jobs because of curriculum policy constraints.
August 1993
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142 Reads
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18 Citations
Teaching and Teacher Education
The concept of bounded rationality was used to understand how a middle school science teacher dealt with the complexities of teaching two classes differing in levels of student achievement. The teacher constructed a mental model of teaching for her two classes based on her perceptions, beliefs, emotions, and affects about student characteristics. The teacher had the same mental model for the two classes, despite the fact that the two classes were quite different in achievement levels. Compared to the objective reality of differences between the two classes, her mental model of equal treatment seemed subjective. Her teaching behavior in the two classes was generally consistent with her mental model of teaching. The findings indicate patterns of teacher thinking and behavior that can largely be explained within the framework of bounded rationality. The findings also suggest implications for teacher change.
June 1993
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9 Reads
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18 Citations
Educational Researcher
April 1991
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2 Reads
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6 Citations
The role and influence of mandated testing in educational reform are reviewed. Mandated testing refers to large-scale (districtwide or statewide) multiple-choice testing programs used for policy purposes of evaluation and accountability, which includes nationally normed standardized achievement tests and tests custom-developed to reflect state and district educational objectives. Part 1 of this document provides a historical context dating back to the mid-1970s, describing the growth of mandated testing and its roles. Part 2 discusses current critiques of mandated testing and disillusionment with the top-down model. The detrimental effects of mandated testing on curriculum and teaching are reviewed, with the suggestion that criticism goes beyond evidence for too much testing and central control. Part 3 describes the growing support for comprehensive curriculum reform and for more coherent approaches to education reform in general. It is argued that testing and restructuring should be driven by a single, curriculum-based set of goals. Four tables provide detailed information, and two appendices give supplemental information. (SLD)
March 1991
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24 Reads
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65 Citations
Educational Evaluation and Policy Analysis
A system of school process indicators is needed to provide descriptions of educational opportunity, to monitor reform, and to explain student outputs. Several conceptual and technical problems must first be overcome. A model of school processes is offered against which problems of definition, measurement, and sampling are identified. Using criteria of importance, validity, and cost, a recommendation is made for an initial system of school process indicators. The recommendation illustrates the analytic framework and is meant to begin a conversation.
November 1990
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9 Reads
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27 Citations
American Educational Research Journal
March 1990
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1,763 Reads
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12 Citations
This article examines the concept of bounded rationality and its implications for research and practice in classroom teaching. Bounded rationality has been recognized as a valuable concept for understanding human reasoning, problem solving, and decision making in complex real-world situations, including classroom teaching. The concept has been used to understand how teachers deal with the complexities of the classroom. Teacher expectations and differential treatment of students is used as an example. The discussion stresses limits of the concept for guiding empirical research. Finally, recommendations for future research and implications for classroom practice are considered.
... In the literature, the term instructional sensitivity has been considered and used interchangeably with another term, instructional validity, both of which largely overlap with a few other commonly used terms, curricular validity and content validity. The intended meaning has included the curriculum content that was taught (McClure as cited by Linn, 1983;Schmidt et al., 1983) as well as the nature and quality of the teaching of the content (Burstein, 1989;Burstein et al., 1990;Popham, 2007b;Yoon & Resnick, 1998). Similarly, the notion of instructional sensitivity can be applied at item level (Haladyna & Roid, 1981). ...
January 1983
... Textbooks, which form a component of the curriculum, have an important place in determining the curriculum implementation approaches of teachers (Shawer, 2010). Textbooks define the official curriculum as they determine which subjects will be taught in what order and the time to be devoted to each subject (Freeman & Porter, 1989;Yıldırım, 2006) and therefore represent the official curriculum (Elliott, 1990). Textbooks are prepared and distributed in line with the official curriculum. ...
November 1990
American Educational Research Journal
... Among frameworks of mathematics teachers' beliefs (Tatto et al., 2008;Xie & Cai, 2021), beliefs about teaching are commonly emphasized. Mathematics teachers' teaching beliefs refer to teachers' orientations toward teaching mathematics, which involve perspectives regarding instructional activities, students' cognitive processes, and the purpose of mathematics (Porter & Freeman, 1986;Tatto, 2013). Kuhs and Ball (1986) proposed four perspectives regarding mathematics teaching, namely, those that are learner-focused, content-focused with an emphasis on concepts, content-focused with an emphasis on performance, and classroom-focused. ...
October 1987
The Journal of Negro Education
... When designing a complex intervention, such as a CHW program, it is important that the plausibility of the intervention is supported by a convincing Theory of Change describing the hypothesized mechanisms linking the intervention to outcomes. 16,17 We postulated that the CHW would improve ANC and PMTCT uptake through the following pathways. First, the counseling by CHW raises awareness of ANC and can also provide a source of motivation for attending ANC as CHW explain that it can improve health outcomes for the mother and the newborn. ...
September 1978
American Educational Research Journal
... Et ce jugement de l'enseignabilité des notions serait basé sur les perceptions qu'ont les enseignants des compétences de leurs étudiants (Chen et Ennis, 1995). Les décisions d'inclure ou d'exclure certains contenus seraient aussi attribuables à la perception qu'ont les enseignants de l'importance de ces contenus (Schmidt, Porter, Floden, Freeman et Schwille, 1987). ...
July 2006
Pedagogy Culture and Society
... (a) Mathematical topics in textbooks are most likely presented by the teachers (Freeman and Porter, 1989;Reys, Reys, Lapan, Holliday and Wasman, 2003); ...
September 1989
American Educational Research Journal
... Granting immediate and full autonomy can therefore lead to the creation of low-quality curricula and overly conservative programs, expressions of prejudice on the part of curriculum developers, and inequity due to differences in quality between curricula (Boote, 2006;Glatthorn, 1987;Kennedy, 1992). Research even shows that granting curricular autonomy can diminish teacher's motivation when they are not compensated for the additional work involved, and add to the pressure they must endure (Archbald & Porter, 1994;Hong & Youngs, 2016). Thus, in the Israeli context, as in others, the advantages associated with autonomy in the research literature may be forfeited in practice (Hong & Youngs, 2016). ...
March 1994
Educational Evaluation and Policy Analysis
... Responsibility for instructional policymaking is not clearly demarcated or defined in the branches and levels of government that exercise policy jurisdiction in the US federal system. The segmented policy system sends a mélange of mixed and often competing signals that can undermine the authority and power of policy (Cohen & Spillane, 1992;Floden et al., 1988). These arrangements complicate relations between policy/reform initiatives at the national, state, and local levels, in addition to school and classroom practice because it is often unclear which policy signals implementing agents should attend to and to whom they are accountable for implementation. ...
May 1988
Educational Administration Quarterly
... Veitzhal, Ramly, Mutis, and Arafah (2013) suggests that quality in educational institutions is typically measured by how well the institution achieves its core objectives, such as academic excellence, student development, and skill acquisition. Porter (1994) further defines educational quality through three lenses: 1) unique characteristics, 2) excellence, and 3) adherence to standards. Thus, quality education is an effectively managed education that promotes both academic and extracurricular achievements, preparing students with the skills necessary to excel beyond school. ...
December 1994
Educational Policy
... Teachers are the key agents and final policy brokers in school enactment of what and how students learn at school; otherwise, learning would not be influenced by policies if teachers do not make changes in their teaching practices (Cohen & Ball, 1990;Spillane, 1999). Policy enactment can be mediated by the negotiation between teachers' own priorities in teaching practices and those implied in policies (Schwille et al., 1982) and also depends on teachers' will as well as the capacity to enact policies (McLaughlin, 1990). ...
