Curriculum Control and Teachers' Perceptions of Autonomy and Satisfaction

1994 ◽  
Vol 16 (1) ◽  
pp. 21-39 ◽  
Author(s):  
Douglas A. Archbald ◽  
Andrew C. Porter
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
Social Studies ◽  
Personal Control ◽  
School Mathematics ◽  
Curriculum Policy ◽  
High School Mathematics ◽  
Control Policies ◽  
Teachers Perceptions ◽  
Curriculum Control

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.

Practices and Attitudes of Students and Teachers Using iPads in High School Mathematics Classes

2015 ◽  
pp. 262-277
Author(s):  
Murtaza Ozdemir
Keyword(s):  
High School ◽  
Classroom Management ◽  
Classroom Behavior ◽  
School Mathematics ◽  
High School Mathematics ◽  
Student Centered ◽  
Teachers Perceptions ◽  
New Class ◽  
Class Environment ◽  
Collaborative Learning Environment

This chapter reports on a study that examined the practices and attitudes of students and teachers in using iPads in high school mathematics classes. Participants in the study were 5 teachers and 80 students in a charter school in New Jersey. The study examined the students' classroom behavior and their perceptions along with the teachers' perceptions of the new class environment throughout a six-week period. The results show that the replacement of class materials with a single device helped students to become more organized and better prepared. The study also reveals that the use of iPads enabled students to interact with the materials through enriched multimedia content, which increased their interest and engagement. Utilizing iPads created a dynamic and collaborative learning environment that enhanced student-centered active learning. However, findings also show that iPads could become a source of potential distraction if used inappropriately, which creates new challenges for teachers in classroom management and instruction.

Practices and Attitudes of Students and Teachers Using iPads in High School Mathematics Classes

2018 ◽  
pp. 1162-1177
Author(s):  
Murtaza Ozdemir
Keyword(s):  
High School ◽  
Classroom Management ◽  
Classroom Behavior ◽  
School Mathematics ◽  
High School Mathematics ◽  
Student Centered ◽  
Teachers Perceptions ◽  
New Class ◽  
Class Environment ◽  
Collaborative Learning Environment

This chapter reports on a study that examined the practices and attitudes of students and teachers in using iPads in high school mathematics classes. Participants in the study were 5 teachers and 80 students in a charter school in New Jersey. The study examined the students' classroom behavior and their perceptions along with the teachers' perceptions of the new class environment throughout a six-week period. The results show that the replacement of class materials with a single device helped students to become more organized and better prepared. The study also reveals that the use of iPads enabled students to interact with the materials through enriched multimedia content, which increased their interest and engagement. Utilizing iPads created a dynamic and collaborative learning environment that enhanced student-centered active learning. However, findings also show that iPads could become a source of potential distraction if used inappropriately, which creates new challenges for teachers in classroom management and instruction.

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