Teacher Content Decision Making | Effects of Curriculum Policies

Porter, A.C. & Polikoff, M.S. (2007). NCLB: State Interpretations, Early Effects, and Suggestions for Reauthorization. Social Policy Report, Vol. XXI (4)

Porter, A. C. (2007). In A. Gamoran (Ed.). Lessons learned from standards-based reform: Implications for the reauthorization of NCLB. Standards-based Reform and the Poverty Gap: Lessons for "No Child Left Behind." Washington, DC: Brookings Institution Press.

Porter, A.C., Linn, R.L., & Trimble C.S. (2005, Winter). The effects of state decisions about NCLB adequate yearly progress targets. Educational Measurement: Issues and Practice, Vol. 24(4), 32-39.

Porter, A. C. (2005). Prospects for school reform and closing the achievement gap. In C.A. Dwyer (Ed.), Measurement and research in the accountability era(pp. 59-95). Mahwah, NJ: Lawrence Erlbaum Associates.

Porter, A. C. (2005). Getting the content of instruction right. Orbit 35(3), 11-13.

Porter, A. C. (1998). The effects of upgrading policies on high school mathematics and science. In D. Ravitch (Ed.), Brookings papers on education policy 1998 (pp. 123-172). Washington, DC: Brookings Institution Press.

Gamoran, A., Porter, A. C., Smithson, J., & White, P. A. (1997, Winter). Upgrading high school mathematics instruction: Improving learning opportunities for low-achieving, low-income youth. Educational Evaluation and Policy Analysis 19(4), 325-338.

White, P. A., Gamoran, A., Smithson, J., & Porter, A. C. (1996, Winter). Upgrading the high school math curriculum: Math course-taking patterns in seven high schools in California and New York. Educational Evaluation and Policy Analysis 18(4), 285-307.

Archbald, D. A., & Porter, A. C. (1994). Curriculum control and teachers’ perceptions of autonomy and satisfaction. Educational Evaluation and Policy Analysis 16(1), 21-39.

Porter, A. C. (1994). National equity and school autonomy. Educational Policy 8(4), 489-500.

Porter, A. C. (1994). National standards and school improvement in the 1990s: Issues and promise. American Journal of Education 102(4), 421-449.

Porter, A. C., Smithson, J., & Osthoff, E. (1994). Standard setting as a strategy for upgrading high school mathematics and science. In R. F. Elmore & S. H. Fuhrman (Eds), The governance of curriculum: 1994 yearbook of the Association for Supervision and Curriculum Development (pp. 138-166). Alexandria, VA: Association for Supervision and Curriculum Development.

Porter, A. C., Archbald, D. A., & Tyree, A. K., Jr. (1991). Reforming the curriculum: Will empowerment policies replace control? In S. Fuhrman & B. Malen (Eds.), The politics of curriculum and testing: The 1990 yearbook of the Politics of Education Associations (pp. 11-36). London: Taylor & Francis Ltd.

Freeman, D. T., & Porter, A. C. (1989). Do textbooks dictate the content of mathematics instruction in elementary schools? American Educational Research Journal 26(3), 343-356. (Also Research Series No. 189, East Lansing: Michigan State University, Institute for Research on Teaching.)

Porter, A. C. (1989). External standards and good teaching: The pros and cons of telling teachers what to do. Educational Evaluation and Policy Analysis 11(4), 343-356. (Also Occasional Paper No. 126, East Lansing: Michigan State University, Institute for Research on Teaching.)

Porter, A., Floden, R., Freeman, D., Schmidt, W., & Schwille, J. (1988). Content determinants in elementary school mathematics. In D. A. Grouws & T. J. Cooney (Eds.), Perspectives on research on effective mathematical teaching (pp. 96-113). Hillsdale, NJ: Lawrence Erlbaum Associates. (Also Research Series 179, East Lansing: Michigan State University, Institute for (Research on Teaching.)

Floden, R. E., Porter, A. C., Alford, L. M., Freeman, D. T., Irwin, S., Schmidt, W. H., & Schwille, J. R. (1988). Instructional leadership at the district level: A closer look at autonomy and control. Educational Administration Quarterly 24(2), 96-124. (Also Research Series No. 182, East Lansing: Michigan State University, Institute for Research on Teaching.)

Schwille, J., Porter, A., Alford, L., Floden, R., Freeman, D., Irwin, S., & Schmidt, W. (1988). State policy and the control of curriculum decisions. Educational Policy 2(1), 29-50. (Also Research Series No. 173, East Lansing: Michigan State University, Institute for Research on Teaching, 1986.)

Schmidt, W. H., Porter, A. C., Floden, R. E., Freeman, D. T., & Schwille, J. R. (1987). Four patterns of teacher content decision making. Journal of Curriculum Studies 19(5), 439-455.

Alford, A., & Porter, A. (1986). Research report: Alignments between content of textbooks and tests in mathematics. Arithmetic Teacher 34(3), 25.

Freeman, D., Porter, A., Alford, L., Floden, R., Irwin, S., Schmidt, W., & Schwille, J. (1986). Deciding what to teach in elementary school mathematics: Interplay between external policies and teachers’ convictions. Proceedings of the 8th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. East Lansing: Michigan State University.

Porter, A. C. (1986). Can a book be the curriculum? In Caroline B. Cody (Ed.), A policymaker’s guide to textbook selection. VA: National Association of State Boards of Education.

Porter, A. C. (1986). What next? More leverage for teachers. (Edited by Joslyn Green). Contributor via interview; remarks transcribed and grouped with comments of other interviews. Denver, CO: Education Commission of the States.

Kuhs, T., Porter, A., Floden, R., Freeman, D., Schmidt, W., & Schwille, J. (1985). Differences among teachers in their use of curriculum-embedded tests. Elementary School Journal 86(2), 141-154. (Also Research Series No. 133, East Lansing: Michigan State University, Institute for Research on Teaching.)

Schwille, J. R., Porter, A. C., Belli, G., Floden, R. E., Freeman, D. J., Knappen, L. B., Kuhs, T. M., & Schmidt, W. H. (1983). Teachers as policy brokers in the content of elementary school mathematics. In L. Shulman & G. Sykes (Eds.), Handbook on teaching and policy (pp. 370-391). New York: Longman. (Also Research Series No. 113, East Lansing, MI: Michigan State University, Institute for Research on Teaching, 1983.)

Freeman, D. J., Belli, G. M., Porter, A. C., Floden, R. E., Schmidt, W. H., & Schwille, J. R. (1983). The influence of different styles of textbook use on instructional validity of standardized tests. Journal of Educational Measurement 20, 259-270. (Also Research Series No. 107, East Lansing: Michigan State University, Institute for Research on Teaching, 1983.)

Freeman, D. J., Kuhs, T. M., Porter, A. C., Floden, R. E., Schmidt, W. H., & Schwille, J. R. (1983). Do textbooks and tests define a national curriculum in elementary school mathematics? Elementary School Journal 83, 501-513. (Reprinted in The Education Digest, 1984, March, 47-49.)

Floden, R. E., Porter, A. C., Schmidt, W. H., Freeman, D. J., & Schwille, J. R. (1981). Responses to curriculum pressures: A policy capturing study of teacher decisions about content. Journal of Educational Psychology 73, 129-141. (Also Research Series No. 74, East Lansing: Michigan State University, Institute for Research on Teaching, 1980.)

Porter, A. C., Floden, R. E., Freeman, D. J., Kuhs, T., Schmidt, W. H., & Schwille, J. R. (1981). The content of elementary school mathematics in the United States. Proceedings of the Fourth International Congress on Mathematics Education, August 14, 1980. Berkeley, CA: University of California.

Schwille, J. R., Porter, A. C., & Gant, M. (1980). Content decision-making and the politics of education. Educational Administration Quarterly 16, 21-40. (Also Research Series No. 52, East Lansing: Michigan State University, Institute for Research on Teaching, 1979.)