Difference between revisions of "Kay McClain"
imported>Raymond Johnson (Created page with "== Publications == McClain, K., Zhao, Q., Visnovska, J., & Bowen, E. (2009). McClain, Zhao, Visnovska, & Bow...") |
imported>Raymond Johnson |
||
| Line 2: | Line 2: | ||
[[Kay McClain|McClain, K.]], [[Qing Zhao|Zhao, Q.]], [[Jana Visnovska|Visnovska, J.]], & [[Erik Bowen|Bowen, E.]] (2009). [[McClain, Zhao, Visnovska, & Bowen (2009)|Understand the role of the institutional context in the relationship between teachers and text]]. In [[Janine Remillard|J. T. Remillard]], [[Beth Herbel-Eisenmann|B. A. Herbel-Eisenmann]], & [[Gwendolyn Lloyd|G. M. Lloyd]] (Eds.), [[Mathematics teachers at work: Connecting curriculum materials and classroom instruction]] (pp. 56–69). New York, NY: Routledge. | [[Kay McClain|McClain, K.]], [[Qing Zhao|Zhao, Q.]], [[Jana Visnovska|Visnovska, J.]], & [[Erik Bowen|Bowen, E.]] (2009). [[McClain, Zhao, Visnovska, & Bowen (2009)|Understand the role of the institutional context in the relationship between teachers and text]]. In [[Janine Remillard|J. T. Remillard]], [[Beth Herbel-Eisenmann|B. A. Herbel-Eisenmann]], & [[Gwendolyn Lloyd|G. M. Lloyd]] (Eds.), [[Mathematics teachers at work: Connecting curriculum materials and classroom instruction]] (pp. 56–69). New York, NY: Routledge. | ||
[[Paul Cobb|Cobb, P.]], [[Kay McClain|McClain, K.]], & [[Koeno Gravemeijer|Gravemeijer, K.]] (2003). [[Cobb, McClain, & Gravemeijer (2003)|Learning about statistical covariation]]. Cognition and Instruction, 21(1), 1–78. doi:10.1207/S1532690XCI2101_1 | |||
[[Paul Cobb|Cobb, P.]], [[Kay McClain|McClain, K.]], [[Teruni Lamberg|Lamberg, T. D. S.]], & [[Chrystal Dean|Dean, C.]] (2003). [[Cobb, McClain, Lamberg, & Dean (2003)|Situating teachers' instructional practices in the institutional setting of the school and district]]. Educational Researcher, 32(6), 13–24. doi:10.3102/0013189X032006013 | |||
[[Paul Cobb|Cobb, P.]], [[Michelle Stephan|Stephan, M.]], [[Kay McClain|McClain, K.]], & [[Koeno Gravemeijer|Gravemeijer, K.]] (2001). [[Cobb, Stephan, McClain, & Gravemeijer (2001)|Participating in classroom mathematical practices]]. The Journal of the Learning Sciences, 10(1/2), 113–163. | |||
[[Category:People|Kay McClain]] | [[Category:People|Kay McClain]] | ||
Revision as of 20:46, 17 October 2013
Publications
McClain, K., Zhao, Q., Visnovska, J., & Bowen, E. (2009). Understand the role of the institutional context in the relationship between teachers and text. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 56–69). New York, NY: Routledge.
Cobb, P., McClain, K., & Gravemeijer, K. (2003). Learning about statistical covariation. Cognition and Instruction, 21(1), 1–78. doi:10.1207/S1532690XCI2101_1
Cobb, P., McClain, K., Lamberg, T. D. S., & Dean, C. (2003). Situating teachers' instructional practices in the institutional setting of the school and district. Educational Researcher, 32(6), 13–24. doi:10.3102/0013189X032006013
Cobb, P., Stephan, M., McClain, K., & Gravemeijer, K. (2001). Participating in classroom mathematical practices. The Journal of the Learning Sciences, 10(1/2), 113–163.