Difference between revisions of "Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction"

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# [[Lloyd, Remillard, & Herbel-Eisenmann (2009)|Teachers’ use of curriculum materials: An emerging field]]
# [[Lloyd, Remillard, & Herbel-Eisenmann (2009)|Teachers’ use of curriculum materials: An emerging field]]
# [[Brown (2009)|The teacher-tool relationship: Theorizing the design and use of curriculum materials]]
# [[Brown (2009)|The teacher-tool relationship: Theorizing the design and use of curriculum materials]]
# [[Stein & Gooyeon (2009)|The role of mathematics curriculum materials in large-scale urban reform: An analysis of demands and opportunities for teacher learning]]
# [[McClain, Zhao, Visnovska, & Bowen (2009)|Understand the role of the institutional context in the relationship between teachers and text]]
# [[Chval, Chávez, Reys, & Tarr (2009)|Considerations and limitations related to conceptualizing and measuring textbook integrity]]
# [[Remillard (2009)|Part II commentary: Considering what we know about the relationship between teachers and curriculum materials]]
# [[Larson (2009)|Part II commentary: A curriculum decision-maker’s perspective on conceptual and analytical frameworks for studying teachers' use of curriculum materials]]
# [[Grant, Kline, Crumbaugh, Kim, & Cengiz (2009)|How can curriculum materials support teachers in pursuing student thinking during whole-group discussions?]]
# [[The El-Barrio-Hunter College PDS Partnership Writing Collective (2009)|On the unique relationship between teacher research and commercial mathematics curriculum development]]
# [[Herbel-Eisenmann (2009)|Negotiating the "presence of the text": How might teachers’ language choices influence the positioning of the textbook?]]
# [[Eisenmann & Even (2009)|Similarities and differences in the types of algebraic activities in two classes taught by the same teacher]]
# [[Ziebarth, Hart, Marcus, Ritsema, Schoen, & Walker (2009)|High school teachers as negotiators between curriculum intentions and enactment]]
# [[Pimm (2009)|Part III commentary: Who knows best? Tales of orientation, subordination, and insubordination]]
# [[Schnepp (2009)|Part III commentary: Teachers and the enacted curriculum]]
# [[Behm & Lloyd (2009)|Factors influencing student teachers’ use of mathematics curriculum materials]]


[[Gwendolyn Lloyd|Lloyd, G. M.]], [[Janine Remillard|Remillard, J. T.]], & [[Beth Herbel-Eisenmann|Herbel-Eisenmann, B. A.]] (2009). [[Lloyd, Remillard, & Herbel-Eisenmann (2009)|Teachers’ use of curriculum materials: An emerging field]]. 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. 3–14). New York, NY: Routledge.
[[Gwendolyn Lloyd|Lloyd, G. M.]], [[Janine Remillard|Remillard, J. T.]], & [[Beth Herbel-Eisenmann|Herbel-Eisenmann, B. A.]] (2009). [[Lloyd, Remillard, & Herbel-Eisenmann (2009)|Teachers’ use of curriculum materials: An emerging field]]. 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. 3–14). New York, NY: Routledge.

Revision as of 05:55, 4 July 2013

Chapters

  1. Teachers’ use of curriculum materials: An emerging field
  2. The teacher-tool relationship: Theorizing the design and use of curriculum materials
  3. The role of mathematics curriculum materials in large-scale urban reform: An analysis of demands and opportunities for teacher learning
  4. Understand the role of the institutional context in the relationship between teachers and text
  5. Considerations and limitations related to conceptualizing and measuring textbook integrity
  6. Part II commentary: Considering what we know about the relationship between teachers and curriculum materials
  7. Part II commentary: A curriculum decision-maker’s perspective on conceptual and analytical frameworks for studying teachers' use of curriculum materials
  8. How can curriculum materials support teachers in pursuing student thinking during whole-group discussions?
  9. On the unique relationship between teacher research and commercial mathematics curriculum development
  10. Negotiating the "presence of the text": How might teachers’ language choices influence the positioning of the textbook?
  11. Similarities and differences in the types of algebraic activities in two classes taught by the same teacher
  12. High school teachers as negotiators between curriculum intentions and enactment
  13. Part III commentary: Who knows best? Tales of orientation, subordination, and insubordination
  14. Part III commentary: Teachers and the enacted curriculum
  15. Factors influencing student teachers’ use of mathematics curriculum materials

Lloyd, G. M., Remillard, J. T., & Herbel-Eisenmann, B. A. (2009). Teachers’ use of curriculum materials: An emerging field. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 3–14). New York, NY: Routledge.

Brown, M. W. (2009). The teacher-tool relationship: Theorizing the design and use of curriculum materials. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 17–36). New York, NY: Routledge.

Stein, M. K., & Kim, G. (2009). The role of mathematics curriculum materials in large-scale urban reform: An analysis of demands and opportunities for teacher learning. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 37–55). New York, NY: Routledge.

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.

Chval, K. B., Chávez, Ó., Reys, B. J., & Tarr, J. (2009). Considerations and limitations related to conceptualizing and measuring textbook integrity. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 70–84). New York, NY: Routledge.

Remillard, J. T. (2009). Part II commentary: Considering what we know about the relationship between teachers and curriculum materials. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 85–92). New York, NY: Routledge.

Larson, M. R. (2009). Part II commentary: A curriculum decision-maker’s perspective on conceptual and analytical frameworks for studying teachers' use of curriculum materials. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 93–99). New York, NY: Routledge.

Grant, T. J., Kline, K., Crumbaugh, C., Kim, O.-K., & Cengiz, N. (2009). How can curriculum materials support teachers in pursuing student thinking during whole-group discussions? In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 103–117). New York, NY: Routledge.

The El-Barrio-Hunter College PDS Partnership Writing Collective. (2009). On the unique relationship between teacher research and commercial mathematics curriculum development. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 118–133). New York, NY: Routledge.

Herbel-Eisenmann, B. A. (2009). Negotiating the "presence of the text": How might teachers’ language choices influence the positioning of the textbook? In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 134–151). New York, NY: Routledge.

Eisenmann, T., & Even, R. (2009). Similarities and differences in the types of algebraic activities in two classes taught by the same teacher. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 152–170). New York, NY: Routledge.

Ziebarth, S. W., Hart, E. W., Marcus, R., Ritsema, B., Schoen, H. L., & Walker, R. (2009). High school teachers as negotiators between curriculum intentions and enactment. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 171–189). New York, NY: Routledge.

Pimm, D. (2009). Part III commentary: Who knows best? Tales of orientation, subordination, and insubordination. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 190–196). New York, NY: Routledge.

Schnepp, M. J. (2009). Part III commentary: Teachers and the enacted curriculum. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 197–202). New York, NY: Routledge.

Behm, S. L., & Lloyd, G. M. (2009). Factors influencing student teachers’ use of mathematics curriculum materials. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 205–222). New York, NY: Routledge.

BibTeX

@incollection{Lloyd2009,
address = {New York, NY},
author = {Lloyd, Gwendolyn M. and Remillard, Janine T. and Herbel-Eisenmann, Beth A.},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {1},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {3--14},
publisher = {Routledge},
title = {{Teachers' use of curriculum materials: An emerging field}},
year = {2009}
}

@incollection{Brown2009,
address = {New York, NY},
author = {Brown, Matthew W.},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {2},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {17--36},
publisher = {Routledge},
title = {{The teacher-tool relationship: Theorizing the design and use of curriculum materials}},
year = {2009}
}

@incollection{Stein2009,
address = {New York, NY},
author = {Stein, Mary Kay and Kim, Gooyeon},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {3},
editor = {Remillard, Janine T and Herbel-Eisenmann, Beth A and Lloyd, Gwendolyn M},
pages = {37--55},
publisher = {Routledge},
title = {{The role of mathematics curriculum materials in large-scale urban reform: An analysis of demands and opportunities for teacher learning}},
year = {2009}
}

@incollection{McClain2009,
address = {New York, NY},
author = {McClain, Kay and Zhao, Qing and Visnovska, Jana and Bowen, Erik},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {4},
editor = {Remillard, Janine T and Herbel-Eisenmann, Beth A and Lloyd, Gwendolyn M},
pages = {56--69},
publisher = {Routledge},
title = {{Understand the role of the institutional context in the relationship between teachers and text}},
year = {2009}
}

@incollection{Chaval2009,
address = {New York, NY},
author = {Chval, Kathryn B. and Chávez, Óscar and Reys, Barbara J. and Tarr, James},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {5},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {70--84},
publisher = {Routledge},
title = {{Considerations and limitations related to conceptualizing and measuring textbook integrity}},
year = {2009}
}

@incollection{Remillard2009,
address = {New York, NY},
author = {Remillard, Janine T.},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {6},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {85--92},
publisher = {Routledge},
title = {{Part II commentary: Considering what we know about the relationship between teachers and curriculum materials}},
year = {2009}
}

@incollection{Larson2009,
address = {New York, NY},
author = {Larson, Matthew R.},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {7},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {93--99},
publisher = {Routledge},
title = {{Part II commentary: A curriculum decision-maker's perspective on conceptual and analytical frameworks for studying teachers' use of curriculum materials}},
year = {2009}
}

@incollection{Grant2009,
address = {New York, NY},
author = {Grant, Theresa J. and Kline, Kate and Crumbaugh, Carol and Kim, Ok-Kyeong and Cengiz, Nesrin},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {8},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {103--117},
publisher = {Routledge},
title = {{How can curriculum materials support teachers in pursuing student thinking during whole-group discussions?}},
year = {2009}
}

@incollection{ElBarrio2009,
address = {New York, NY},
author = {The El-Barrio-Hunter College PDS Partnership Writing Collective},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {9},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {118--133},
publisher = {Routledge},
title = {{On the unique relationship between teacher research and commercial mathematics curriculum development}},
year = {2009}
}

@incollection{Herbel-Eisenmann2009,
address = {New York, NY},
author = {Herbel-Eisenmann, Beth A.},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {10},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {134--151},
publisher = {Routledge},
title = {{Negotiating the "presence of the text": How might teachers' language choices influence the positioning of the textbook?}},
year = {2009}
}

@incollection{Eisenmann2009,
address = {New York, NY},
author = {Eisenmann, Tammy and Even, Ruhama},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {11},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {152--170},
publisher = {Routledge},
title = {{Similarities and differences in the types of algebraic activities in two classes taught by the same teacher}},
year = {2009}
}

@incollection{Ziebarth2009,
address = {New York, NY},
author = {Ziebarth, Steven W. and Hart, Eric W. and Marcus, Robin and Ritsema, Beth and Schoen, Harold L. and Walker, Rebecca},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {12},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {171--189},
publisher = {Routledge},
title = {{High school teachers as negotiators between curriculum intentions and enactment}},
year = {2009}
}

@incollection{Pimm2009,
address = {New York, NY},
author = {Pimm, David},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {13},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {190--196},
publisher = {Routledge},
title = {{Part III commentary: Who knows best? Tales of orientation, subordination, and insubordination}},
year = {2009}
}

@incollection{Schnepp2009,
address = {New York, NY},
author = {Schnepp, Marty J.},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {14},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {197--202},
publisher = {Routledge},
title = {{Part III commentary: Teachers and the enacted curriculum}},
year = {2009}
}

@incollection{Behm2009,
address = {New York, NY},
author = {Behm, Stephanie L. and Lloyd, Gwendolyn M.},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {15},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {205--222},
publisher = {Routledge},
title = {{Factors influencing student teachers' use of mathematics curriculum materials}},
year = {2009}
}

@incollection{Christou2009,
address = {New York, NY},
author = {Christou, Constantinos and Menon, Maria Eliophotou and Philippou, George},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {16},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {223--244},
publisher = {Routledge},
title = {{Beginning teachers' concerns regarding the adoption of new mathematics curriculum materials}},
year = {2009}
}

@incollection{Silver2009,
address = {New York, NY},
author = {Silver, Edward A. and Ghousseini, Hala and Charalambous, Charalambos Y. and Mills, Valerie},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {17},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {245--265},
publisher = {Routledge},
title = {{Exploring the curriculum implementation plateau: An instructional perspective}},
year = {2009}
}

@incollection{Cooney2009,
address = {New York, NY},
author = {Cooney, Thomas J.},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {18},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {266--273},
publisher = {Routledge},
title = {{Part IV commentary: Considering the confounding nature of teachers' use of curriculum materials}},
year = {2009}
}

@incollection{Phillips2009,
address = {New York, NY},
author = {Phillips, Eileen},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {19},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {274--279},
publisher = {Routledge},
title = {{Part IV commentary: Use of curriculum materials at different points on the professional continuum}},
year = {2009}
}

@incollection{Doerr2009,
address = {New York, NY},
author = {Doerr, Helen M. and Chandler-Olcott, Kelly},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {20},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {283--301},
publisher = {Routledge},
title = {{Negotiating the literacy demands of standards-based curriculum materials: A site for teachers' learning}},
year = {2009}
}

@incollection{McDuffie2009,
address = {New York, NY},
author = {McDuffie, Amy Roth and Mather, Martha},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {21},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {302--320},
publisher = {Routledge},
title = {{Middle school mathematics teachers' use of curricular reasoning in a collaborative professional development project}},
year = {2009}
}

@incollection{Drake2009,
address = {New York, NY},
author = {Drake, Corey and Sherim, Miriam Gamoran},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {22},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {321--337},
publisher = {Routledge},
title = {{Developing curriculum vision and trust: Changes in teachers' curriculum strategies}},
year = {2009}
}

@incollection{Jaworski2009,
address = {New York, NY},
author = {Jaworski, Barbara},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {23},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {338--346},
publisher = {Routledge},
title = {{Part V commentary: Development of teaching through research into teachers' use of mathematics curriculum materials and relationships between teachers and curriculum}},
year = {2009}
}

@incollection{Davenport2009,
address = {New York, NY},
author = {Davenport, Linda Ruiz},
booktitle = {Mathematics teachers at work: Connecting curriculum materials and classroom instruction},
chapter = {24},
editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.},
pages = {347--352},
publisher = {Routledge},
title = {{Part V commentary: What does it take to learn from and through curriculum materials?}},
year = {2009}
}