Abstract
ABSTRACT Across many international contexts, more recent standards-based and other educational reforms have largely intended to transform teaching. Given the importance of teacher learning to such transformations, we argue that a learning-focused support approach will be essential if such reforms are to be productively taken up by schools and teachers. We utilize existing literature on the implementation of Common Core State Standards in mathematics in the United States to extract findings of importance to a learning-focused approach for supporting school-wide implementation. Implications are generated for school leaders tasked with such work as well as for future research
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