Date of Award
1-1-2017
Language
English
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College/School/Department
Department of Educational Policy and Leadership
Content Description
1 online resource (iii, xii, 296 pages) : illustrations (some color)
Dissertation/Thesis Chair
Gilbert A Valverde
Committee Members
Aaron Benavot, Kathryn S Schiller
Keywords
Curricular governance, Enacted curriculum, Mathematics curriculum, Opportunities to learn, Teacher policies, Mathematics, Curriculum planning
Subject Categories
Education Policy | Science and Mathematics Education
Abstract
This exploratory study compares the opportunities to learn mathematics intended and enacted between countries with high and low student average performance levels, according to the Trends in International Mathematics and Science Study (TIMSS). It analyzes the differences in OTL in relation to some of the factors that influence teachers’ instructional decisions. The analysis contributes to the knowledge about teachers’ role in the enactment of mathematics curricular policy and that of curricular governance.
Recommended Citation
Romero Celis, Treisy, "Opportunity to learn mathematics in low and high performing countries : a cross-national analysis of teachers enacting the curriculum and associated factors" (2017). Legacy Theses & Dissertations (2009 - 2024). 1933.
https://scholarsarchive.library.albany.edu/legacy-etd/1933