Teacher perceptions of implementation of the New Jersey Core Curriculum Content Standards in mathematics.

摘要

Over 200 New Jersey, Burlington County, K–8th grade teachers participated in an empirical study to determine classroom teacher perceptions of the implementation of instructional practices fundamental to New Jersey's Core Curriculum Content Standards (NJCCCS) in Mathematics. Using a 30 question Likert-type questionnaire, the data provides a barometer of the level of instructional compliance with NJCCCS and also serves as an indicator of policy compliance with its “Thorough and Efficient” educational mandate.; Findings from the research focus on the statistically significant perceptional levels of teachers' instructional practices between the grade levels, socioeconomic level, years of experience, as well as, professional development. Recommendations and implications suggest improvements to mathematics instruction for future generations.