TY - JOUR AB - Background: For nearly three decades, policy-makers and researchers in the United States have promoted more intellectually rigorous standards for mathematics teaching and learning. Yet, to date, we have limited descriptive evidence on the extent to which reform-oriented instruction has been enacted at scale. Purpose: The purpose of the study is to examine the prevalence of reform-aligned mathematics instructional practices in five U.S. school districts. We also seek to describe the range of instruction students experience by presenting case studies of teachers at high, medium and low levels of reform alignment. AU - Hill, Heather C. AU - Litke, Erica AU - Lynch, Kathleen DA - November 2020 DO - 10.26300/t6tj-wx30 PY - 2020 ST - Learning Lessons from Instruction: Descriptive Results from an Observational Study of Urban Elementary Classrooms T2 - EdWorkingPapers.com TI - Learning Lessons from Instruction: Descriptive Results from an Observational Study of Urban Elementary Classrooms UR - https://www.edworkingpapers.com/ai20-315 ID - 289 ER -