@article {MATHEDUC.05878623,
    author       = {Vogler, Kenneth E. and Burton, Megan},
    title        = {Mathematics teachers' instructional practices in an era of high-stakes testing.},
    year         = {2010},
    journal      = {School Science and Mathematics},
    volume       = {110},
    number       = {5},
    issn         = {0036-6803},
    pages        = {247-261},
    publisher    = {Wiley (Wiley-Blackwell), Hoboken, NJ; School Science and Mathematics Association (SSMA), Stillwater, OK},
    doi          = {10.1111/j.1949-8594.2010.00032.x},
    abstract     = {Summary: This study explored mathematics teachers' instructional practices in the context of high-stakes testing. Data were obtained from a survey instrument given to a stratified sample of Mississippi and Tennessee teachers who teach the same content tested on their state's high school graduation examination. An analysis showed teachers using a balance of standards-based and traditional practices and tools, including textbook-based assignments, calculators, open-response questions, supplementary materials, and multiple-choice questions. Over 90\% of teachers from both states felt that an "interest in helping my students attain test scores that will allow them to graduate high school" was a factor influencing their instructional practices. This was followed by an "interest in helping my school improve high school graduation examination scores," and "belief these are the best instructional practices." (Contains 7 tables.) (ERIC)},
    msc2010      = {C29xx (B50xx)},
    identifier   = {2011c.00231},
}