A Revolution in One Classroom: The Case of Mrs. Oublier

Item

Title: A Revolution in One Classroom: The Case of Mrs. Oublier
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/creator: Cohen, David K.
Date: 1990
In publication: Educational Evaluation and Policy Analysis
Volume: 12
Issue: 3
Pages: 311-329
Resource type: en Background/Context
Medium: en Print
Background/context type: en Policy
IRE Approach/Concept: Policy
Open access/free-text available: en No
Peer reviewed: en Yes
ISSN: 0162-3737
DOI: 10.3102/01623737012003311
Other unique identifier: Handle (via JSTOR): 1164355
URL: Official Publisher's Webpage (SAGE Journals); Article on JSTOR
Citation: 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: The Policy Context of United States Educational Innovation and Improvement
Resource status/form: en Published Text
Scholarship genre: en Empirical

Item sets: Oxford Bibliography: The Policy Context of United States Educational Innovation and Improvement

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