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Papers by Michele Crockett

Equity & Excellence in Education, May 13, 2009

Professional Development in Education, Dec 1, 2009

There is compelling evidence that teachers’ effective use of formative assessment practices impro... more There is compelling evidence that teachers’ effective use of formative assessment practices improves student learning, yet many teachers have little knowledge of these practices. In this research note, we highlight our exploratory studies about discourse‐based formative assessment practices, an aspect of formative assessment whereby the teacher makes instructional decisions according to the students’ thinking during teaching. Research knowledge of such practice is wanting. We find ourselves in the unique position of studying discourse patterns in the mathematics classrooms of Tanzania, Taiwan and the US. These are three separate studies, where each researcher is asking questions appropriate to his or her own cultural circumstances regarding classroom discourse patterns. We also consider the value of teachers’ examination of their own discourse patterns as an essential feature in continuing professional development.

Harvard Educational Review, Sep 1, 1998

In this historical case study, we examine the trajectory of the Illinois State Board of Education... more In this historical case study, we examine the trajectory of the Illinois State Board of Education’s (ISBE) governance and management of the No Child Left Behind legislation’s Supplemental Educational Services (SES) program between 2002 and 2013. ISBE found the federal mandates for the educational governance of SES to be aspirational and difficult to manage on the ground. SES also presented ISBE with major problems of deployment as well as an initially unrecognized potential for significant reputational risk. As ISBE became aware of the risks around the program the agency came to recognize that (1) while the federal aspirations as embedded in the legislative and regulatory framework had to remain in place, the situation required administratively manageable re-interpretations of these mandates; and (2) a regime of control was needed in order to detect and remediate ISBE’s potential political, reputational and liability risks around the program. The outcomes was a decision to largely ignore the governance of the educational aspects of the program in favor of a focus on the management and governance of the local private-public marketplaces for SES. This outcome can be characterized as “creative compliance.”Ope

Journal of Curriculum Studies, Jun 1, 2007

Many view policy as a normative instrument from which improved practice directly follows. This vi... more Many view policy as a normative instrument from which improved practice directly follows. This view leads to the erroneous conclusion that resources do not matter. Resources do not enact themselves. What does matter is resource use. In the account offered here, the district superintendent presented many resources in his plan for district reform. Remarkably, his reform plan lacked provisions for teacher professional development. From an equity standpoint, the superintendent’s lack of a professional development plan may exacerbate achievement disparities. Without such a mechanism, I believe that resources in the district will be squandered and that school stakeholders and observers will continue to conclude erroneously that resources do not matter.

Journal of Curriculum Studies, Oct 1, 2007

Taylor and Francis Ltd CUS_A_232512.sgm 10.1080/00220270701326160 Journal of Curri ulum Studies 0... more Taylor and Francis Ltd CUS_A_232512.sgm 10.1080/00220270701326160 Journal of Curri ulum Studies 0 22-0272 (p i t)/1366-5839 (online) Essay Review 2 07 & Francis 0002 7 MicheleCrocket mcrocket@uiu .ed In the US some attention has been given to the central role of professional development in school reform (see, e.g. Borko et al. 2002, Cohen and Hill 2001, Hawley and Valli 1999, Little 1993, Sprinthall et al. 1996). The reformers and researchers interested in improving mathematics instruction and student achievement have noted in particular the record of countries that score high in international tests. For example, the findings from the Third International Mathematics and Science Study (TIMSS) 1999 Video Study show that grade-8 mathematics teachers in high-achieving countries such as Japan, Hong Kong, Switzerland, the Netherlands, and the Czech Republic, teach conceptual problems differently from US teachers. Teachers in those countries engage their students with relationships that constitute the problems’ conceptual aspects, whereas US grade-8 students rarely have the chance to explore relationships in problems they are expected to solve (Hiebert and Stigler 2004). In the effort to improve mathematics teaching and learning, this finding from the TIMSS Video Study and US students’ poor performance on the TIMSS have heightened the interest in the professional development practices of high-achieving countries, practices assumed to be linked to a country’s strong performance in mathematics. Japan’s professional development practices, in particular, have been the object of much enthusiasm and some empirical study (Chokshi and Fernandez 2004, Fernandez et al. 2003, Lewis et al. 2004, Lewis and Tsuchida 1997, 1998, National Research Council 2002, Watanabe 2002). Lesson Study: A Japanese Approach to Improving Mathematics Teaching and Learning by Clea Fernandez and Makuto Yoshida, one of two books

Routledge eBooks, Jun 1, 2008

PsycEXTRA Dataset, 1997

This paper presents a study of primary and secondary mathematics teachers' changing assessment pr... more This paper presents a study of primary and secondary mathematics teachers' changing assessment practices in the context of policy, stakeholder, and personal presses for change. Two cohorts of teachers, one of 35 elementary, middle school, and high school teachers and the other of 24 elementary and middle school teachers participated. Using survey and interviews, teachers' reports of their uses of three forms of assessment were collected. Two forms were linked to reforms in mathematics education (open ended problems and rubrics) and one was linked to traditional practice (exercises). Findings reveal several trajectories of change in the interplay between assessment forms and the functions that they serve. Teachers may implement new assessment forms in ways that serve "old" functions; teachers may re-purpose "old" assessment forms in ways that reveal students' mathematical thinking. The developmental framework in this study provides a way to understand the dynamics of teacher development in relation to ongoing educational reforms. Three appendixes present the teacher survey, interview schedule, and teacher questionnaire. (Contains 4 figures and 12 references.) (Author/SLD)

International Journal of Science and Mathematics Education, May 24, 2011

Mathematics and Teaching, 2008

Proceedings of the Twentieth Annual Conference of the Cognitive Science Society, May 10, 2022

Mathematics and Teaching, 2008

Mathematics and Teaching, 2008

Equity & Excellence in Education, May 13, 2009

Professional Development in Education, Dec 1, 2009

There is compelling evidence that teachers’ effective use of formative assessment practices impro... more There is compelling evidence that teachers’ effective use of formative assessment practices improves student learning, yet many teachers have little knowledge of these practices. In this research note, we highlight our exploratory studies about discourse‐based formative assessment practices, an aspect of formative assessment whereby the teacher makes instructional decisions according to the students’ thinking during teaching. Research knowledge of such practice is wanting. We find ourselves in the unique position of studying discourse patterns in the mathematics classrooms of Tanzania, Taiwan and the US. These are three separate studies, where each researcher is asking questions appropriate to his or her own cultural circumstances regarding classroom discourse patterns. We also consider the value of teachers’ examination of their own discourse patterns as an essential feature in continuing professional development.

Harvard Educational Review, Sep 1, 1998

In this historical case study, we examine the trajectory of the Illinois State Board of Education... more In this historical case study, we examine the trajectory of the Illinois State Board of Education’s (ISBE) governance and management of the No Child Left Behind legislation’s Supplemental Educational Services (SES) program between 2002 and 2013. ISBE found the federal mandates for the educational governance of SES to be aspirational and difficult to manage on the ground. SES also presented ISBE with major problems of deployment as well as an initially unrecognized potential for significant reputational risk. As ISBE became aware of the risks around the program the agency came to recognize that (1) while the federal aspirations as embedded in the legislative and regulatory framework had to remain in place, the situation required administratively manageable re-interpretations of these mandates; and (2) a regime of control was needed in order to detect and remediate ISBE’s potential political, reputational and liability risks around the program. The outcomes was a decision to largely ignore the governance of the educational aspects of the program in favor of a focus on the management and governance of the local private-public marketplaces for SES. This outcome can be characterized as “creative compliance.”Ope

Journal of Curriculum Studies, Jun 1, 2007

Many view policy as a normative instrument from which improved practice directly follows. This vi... more Many view policy as a normative instrument from which improved practice directly follows. This view leads to the erroneous conclusion that resources do not matter. Resources do not enact themselves. What does matter is resource use. In the account offered here, the district superintendent presented many resources in his plan for district reform. Remarkably, his reform plan lacked provisions for teacher professional development. From an equity standpoint, the superintendent’s lack of a professional development plan may exacerbate achievement disparities. Without such a mechanism, I believe that resources in the district will be squandered and that school stakeholders and observers will continue to conclude erroneously that resources do not matter.

Journal of Curriculum Studies, Oct 1, 2007

Taylor and Francis Ltd CUS_A_232512.sgm 10.1080/00220270701326160 Journal of Curri ulum Studies 0... more Taylor and Francis Ltd CUS_A_232512.sgm 10.1080/00220270701326160 Journal of Curri ulum Studies 0 22-0272 (p i t)/1366-5839 (online) Essay Review 2 07 & Francis 0002 7 MicheleCrocket mcrocket@uiu .ed In the US some attention has been given to the central role of professional development in school reform (see, e.g. Borko et al. 2002, Cohen and Hill 2001, Hawley and Valli 1999, Little 1993, Sprinthall et al. 1996). The reformers and researchers interested in improving mathematics instruction and student achievement have noted in particular the record of countries that score high in international tests. For example, the findings from the Third International Mathematics and Science Study (TIMSS) 1999 Video Study show that grade-8 mathematics teachers in high-achieving countries such as Japan, Hong Kong, Switzerland, the Netherlands, and the Czech Republic, teach conceptual problems differently from US teachers. Teachers in those countries engage their students with relationships that constitute the problems’ conceptual aspects, whereas US grade-8 students rarely have the chance to explore relationships in problems they are expected to solve (Hiebert and Stigler 2004). In the effort to improve mathematics teaching and learning, this finding from the TIMSS Video Study and US students’ poor performance on the TIMSS have heightened the interest in the professional development practices of high-achieving countries, practices assumed to be linked to a country’s strong performance in mathematics. Japan’s professional development practices, in particular, have been the object of much enthusiasm and some empirical study (Chokshi and Fernandez 2004, Fernandez et al. 2003, Lewis et al. 2004, Lewis and Tsuchida 1997, 1998, National Research Council 2002, Watanabe 2002). Lesson Study: A Japanese Approach to Improving Mathematics Teaching and Learning by Clea Fernandez and Makuto Yoshida, one of two books

Routledge eBooks, Jun 1, 2008

PsycEXTRA Dataset, 1997

This paper presents a study of primary and secondary mathematics teachers' changing assessment pr... more This paper presents a study of primary and secondary mathematics teachers' changing assessment practices in the context of policy, stakeholder, and personal presses for change. Two cohorts of teachers, one of 35 elementary, middle school, and high school teachers and the other of 24 elementary and middle school teachers participated. Using survey and interviews, teachers' reports of their uses of three forms of assessment were collected. Two forms were linked to reforms in mathematics education (open ended problems and rubrics) and one was linked to traditional practice (exercises). Findings reveal several trajectories of change in the interplay between assessment forms and the functions that they serve. Teachers may implement new assessment forms in ways that serve "old" functions; teachers may re-purpose "old" assessment forms in ways that reveal students' mathematical thinking. The developmental framework in this study provides a way to understand the dynamics of teacher development in relation to ongoing educational reforms. Three appendixes present the teacher survey, interview schedule, and teacher questionnaire. (Contains 4 figures and 12 references.) (Author/SLD)

International Journal of Science and Mathematics Education, May 24, 2011

Mathematics and Teaching, 2008

Proceedings of the Twentieth Annual Conference of the Cognitive Science Society, May 10, 2022

Mathematics and Teaching, 2008

Mathematics and Teaching, 2008