Difference between revisions of "Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction"
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== Contents == | == Contents == | ||
Part I: Introduction | |||
<ol start="1"> | |||
<li>[[Lloyd, Remillard, & Herbel-Eisenmann (2009)|Teachers’ use of curriculum materials: An emerging field]] by [[Gwendolyn Lloyd|Gwendolyn M. Lloyd]], [[Janine Remillard|Janine T. Remillard]], and [[Beth Herbel-Eisenmann|Beth A. Herbel-Eisenmann]]</li> | |||
</ol> | |||
Part II: Conceptual and Analytical Frameworks for Studying Teachers' Use of Curriculum Materials | |||
<ol start="2"> | |||
<li>[[Brown (2009)|The teacher-tool relationship: Theorizing the design and use of curriculum materials]] by [[Matthew Brown|Matthew W. Brown]]</li> | |||
<li>[[Stein & Kim (2009)|The role of mathematics curriculum materials in large-scale urban reform: An analysis of demands and opportunities for teacher learning]] by [[Mary Kay Stein]] and [[Gooyeon Kim]]</li> | |||
<li>[[McClain, Zhao, Visnovska, & Bowen (2009)|Understand the role of the institutional context in the relationship between teachers and text]] by [[Kay McClain]], [[Qing Zhao]], [[Jana Visnovska]], and [[Erik Bowen]]</li> | |||
<li>[[Chval, Chávez, Reys, & Tarr (2009)|Considerations and limitations related to conceptualizing and measuring textbook integrity]] by [[Kathryn Chval|Kathryn B. Chval]], [[Óscar Chávez]], [[Barbara Reys|Barbara J. Reys]], and [[James Tarr]]</li> | |||
# [[Behm & Lloyd (2009)|Factors influencing student teachers’ use of mathematics curriculum materials]] | <li>[[Remillard (2009)|Part II commentary: Considering what we know about the relationship between teachers and curriculum materials]] by [[Janine Remillard|Janine T. Remillard]]</li> | ||
<li>[[Larson (2009)|Part II commentary: A curriculum decision-maker’s perspective on conceptual and analytical frameworks for studying teachers' use of curriculum materials]] by [[Matthew Larson|Matthew R. Larson]]</li> | |||
</ol> | |||
Part III: Understanding the Relationships Among Teachers, Mathematics Curriculum Materials, and the Enacted Curriculum | |||
<ol start="8"> | |||
<li>[[Grant, Kline, Crumbaugh, Kim, & Cengiz (2009)|How can curriculum materials support teachers in pursuing student thinking during whole-group discussions?]] by [[Theresa Grant|Theresa J. Grant]], [[Kate Kline]], [[Carol Crumbaugh]], [[Ok-Kyeong Kim]], and [[Nesrin Cengiz]]</li> | |||
<li>[[The El-Barrio-Hunter College PDS Partnership Writing Collective (2009)|On the unique relationship between teacher research and commercial mathematics curriculum development]] by [[The El Barrio-Hunter College PDS Partnerships Writing Collective]]</li> | |||
<li>[[Herbel-Eisenmann (2009)|Negotiating the "presence of the text": How might teachers’ language choices influence the positioning of the textbook?]] by [[Beth Herbel-Eisenmann|Beth A. Herbel-Eisenmann]]</li> | |||
<li>[[Eisenmann & Even (2009)|Similarities and differences in the types of algebraic activities in two classes taught by the same teacher]] by [[Tammy Eisenmann]] and [[Ruhama Even]]</li> | |||
<li>[[Ziebarth, Hart, Marcus, Ritsema, Schoen, & Walker (2009)|High school teachers as negotiators between curriculum intentions and enactment]] by [[Steven Ziebarth|Steven W. Ziebarth]], [[Eric Hart|Eric W. Hart]], [[Robin Marcus]], [[Beth Ritsema]], [[Harold Schoen|Harold L. Schoen]], and [[Rebecca Walker]]</li> | |||
<li>[[Pimm (2009)|Part III commentary: Who knows best? Tales of orientation, subordination, and insubordination]] by [[David Pimm]] | |||
<li>[[Schnepp (2009)|Part III commentary: Teachers and the enacted curriculum]] by [[Marty Schnepp|Marty J. Schnepp]] | |||
</ol> | |||
# [[Behm & Lloyd (2009)|Factors influencing student teachers’ use of mathematics curriculum materials]] by [[Stephanie Behm|Stephanie L. Behm]] and [[Gwendolyn Lloyd|Gwendolyn L. Lloyd]] | |||
# [[Christou, Menon, & Philippou (2009)|Beginning teachers’ concerns regarding the adoption of new mathematics curriculum materials]] | # [[Christou, Menon, & Philippou (2009)|Beginning teachers’ concerns regarding the adoption of new mathematics curriculum materials]] | ||
# [[Silver, Ghousseini, Charalambous, & Mills (2009)|Exploring the curriculum implementation plateau: An instructional perspective]] | # [[Silver, Ghousseini, Charalambous, & Mills (2009)|Exploring the curriculum implementation plateau: An instructional perspective]] |
Revision as of 21:51, 5 August 2013
Contents
Part I: Introduction
- Teachers’ use of curriculum materials: An emerging field by Gwendolyn M. Lloyd, Janine T. Remillard, and Beth A. Herbel-Eisenmann
Part II: Conceptual and Analytical Frameworks for Studying Teachers' Use of Curriculum Materials
- The teacher-tool relationship: Theorizing the design and use of curriculum materials by Matthew W. Brown
- The role of mathematics curriculum materials in large-scale urban reform: An analysis of demands and opportunities for teacher learning by Mary Kay Stein and Gooyeon Kim
- Understand the role of the institutional context in the relationship between teachers and text by Kay McClain, Qing Zhao, Jana Visnovska, and Erik Bowen
- Considerations and limitations related to conceptualizing and measuring textbook integrity by Kathryn B. Chval, Óscar Chávez, Barbara J. Reys, and James Tarr
- Part II commentary: Considering what we know about the relationship between teachers and curriculum materials by Janine T. Remillard
- Part II commentary: A curriculum decision-maker’s perspective on conceptual and analytical frameworks for studying teachers' use of curriculum materials by Matthew R. Larson
Part III: Understanding the Relationships Among Teachers, Mathematics Curriculum Materials, and the Enacted Curriculum
- How can curriculum materials support teachers in pursuing student thinking during whole-group discussions? by Theresa J. Grant, Kate Kline, Carol Crumbaugh, Ok-Kyeong Kim, and Nesrin Cengiz
- On the unique relationship between teacher research and commercial mathematics curriculum development by The El Barrio-Hunter College PDS Partnerships Writing Collective
- Negotiating the "presence of the text": How might teachers’ language choices influence the positioning of the textbook? by Beth A. Herbel-Eisenmann
- Similarities and differences in the types of algebraic activities in two classes taught by the same teacher by Tammy Eisenmann and Ruhama Even
- High school teachers as negotiators between curriculum intentions and enactment by Steven W. Ziebarth, Eric W. Hart, Robin Marcus, Beth Ritsema, Harold L. Schoen, and Rebecca Walker
- Part III commentary: Who knows best? Tales of orientation, subordination, and insubordination by David Pimm
- Part III commentary: Teachers and the enacted curriculum by Marty J. Schnepp
- Factors influencing student teachers’ use of mathematics curriculum materials by Stephanie L. Behm and Gwendolyn L. Lloyd
- Beginning teachers’ concerns regarding the adoption of new mathematics curriculum materials
- Exploring the curriculum implementation plateau: An instructional perspective
- Part IV commentary: Considering the confounding nature of teachers’ use of curriculum materials
- Part IV commentary: Use of curriculum materials at different points on the professional continuum
- Negotiating the literacy demands of standards-based curriculum materials: A site for teachers’ learning
- Middle school mathematics teachers’ use of curricular reasoning in a collaborative professional development project
- Developing curriculum vision and trust: Changes in teachers’ curriculum strategies
- Part V commentary: Development of teaching through research into teachers’ use of mathematics curriculum materials and relationships between teachers and curriculum
- Part V commentary: What does it take to learn from and through curriculum materials?
Metadata
APA
Remillard, J. T., Herbel-Eisenmann, B. A., & Lloyd, G. M. (Eds.). (2009). Mathematics teachers at work: Connecting curriculum materials and classroom instruction (p. 375). New York, NY: Routledge.
BibTeX
@book{Remillard2009, address = {New York, NY}, editor = {Remillard, Janine T. and Herbel-Eisenmann, Beth A. and Lloyd, Gwendolyn M.}, pages = {375}, publisher = {Routledge}, title = {{Mathematics teachers at work: Connecting curriculum materials and classroom instruction}}, year = {2009} }
@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 Sherin, 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} }