Drake & Sherin (2006) - Revision history

imported>Raymond Johnson: new formatting

2013-11-10T22:47:05Z

new formatting

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 The article ''Practicing Change: Curriculum Adaptation and Teacher Narrative in the Context of Mathematics Education Reform'' was written by [[Corey Drake]] and [[Miriam Sherin]] and published in [[Curriculum Inquiry]] in 2006. The article is available at the Wiley Online Library at [http://onlinelibrary.wiley.com/doi/10.1111/j.1467-873X.2006.00351.x/abstract http://onlinelibrary.wiley.com/doi/10.1111/j.1467-873X.2006.00351.x/abstract].
 == Abstract ==
 The use of reform-based curricula is one possible avenue for the widespread implementation of mathematics education reform. In this article, we present two urban elementary teachers' models of curriculum use that describe how each teacher used a reform-oriented mathematics curriculum. In particular, we examine when and how the teachers made adaptations to the curriculum. We find that each teacher had a distinctive pattern of adaptation when using the curriculum. Furthermore, these patterns were related to three key aspects of the teachers' own experiences with mathematics: their early memories of learning mathematics, their current perceptions of themselves as mathematics learners, and their mathematical interactions with family members. Implications for curriculum design and implementation are discussed.
-== Detailed Summary of ''Practicing Change: Curriculum Adaptation and Teacher Narrative in the Context of Mathematics Education Reform'' ==
+== Outline of Headings ==
-=== The Reform Context ===
+* The Reform Context
-=== Theoretical Framework ===
+== Also ==
-==== Narrative Identity and the Implementation of Reform ====
+* Mendeley: http://www.mendeley.com/catalog/practicing-change-curriculum-adaptation-teacher-narrative-context-mathematics-education-reform/
 === APA ===
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 <pre>
 @article{Drake2006,
 author = {Drake, Corey and Sherin, Miriam Gamoran},
 doi = {10.1111/j.1467-873X.2006.00351.x},
 journal = {Curriculum Inquiry},
 number = {2},
 pages = {153--187},

imported>Raymond Johnson at 06:02, 29 October 2013

2013-10-29T06:02:17Z

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			[[Category:Journal Articles]]
	[[Category:Curriculum Inquiry]]		[[Category:Curriculum Inquiry]]
			[[Category:2006]]
	[[Category:Curriculum Use]]		[[Category:Curriculum Use]]

imported>Raymond Johnson: removed articles category

2013-10-29T04:24:18Z

removed articles category

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	~~[[Category:Articles]]~~
	[[Category:Curriculum Inquiry]]		[[Category:Curriculum Inquiry]]
	[[Category:Curriculum Use]]		[[Category:Curriculum Use]]

imported>Raymond Johnson: /* About */

2013-10-20T17:17:55Z

About

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	== About ==		== About ==

			=== Mendeley ===

			[http://www.mendeley.com/catalog/practicing-change-curriculum-adaptation-teacher-narrative-context-mathematics-education-reform/ http://www.mendeley.com/catalog/practicing-change-curriculum-adaptation-teacher-narrative-context-mathematics-education-reform/]

	=== APA ===		=== APA ===

imported>Raymond Johnson at 07:28, 20 October 2013

2013-10-20T07:28:32Z

← Older revision		Revision as of 07:28, 20 October 2013
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	== Abstract ==		== Abstract ==

			<blockquote>
	The use of reform-based curricula is one possible avenue for the widespread implementation of mathematics education reform. In this article, we present two urban elementary teachers' models of curriculum use that describe how each teacher used a reform-oriented mathematics curriculum. In particular, we examine when and how the teachers made adaptations to the curriculum. We find that each teacher had a distinctive pattern of adaptation when using the curriculum. Furthermore, these patterns were related to three key aspects of the teachers' own experiences with mathematics: their early memories of learning mathematics, their current perceptions of themselves as mathematics learners, and their mathematical interactions with family members. Implications for curriculum design and implementation are discussed.		The use of reform-based curricula is one possible avenue for the widespread implementation of mathematics education reform. In this article, we present two urban elementary teachers' models of curriculum use that describe how each teacher used a reform-oriented mathematics curriculum. In particular, we examine when and how the teachers made adaptations to the curriculum. We find that each teacher had a distinctive pattern of adaptation when using the curriculum. Furthermore, these patterns were related to three key aspects of the teachers' own experiences with mathematics: their early memories of learning mathematics, their current perceptions of themselves as mathematics learners, and their mathematical interactions with family members. Implications for curriculum design and implementation are discussed.
			</blockquote>

	== Detailed Summary of ''Practicing Change: Curriculum Adaptation and Teacher Narrative in the Context of Mathematics Education Reform'' ==		== Detailed Summary of ''Practicing Change: Curriculum Adaptation and Teacher Narrative in the Context of Mathematics Education Reform'' ==

imported>Raymond Johnson at 07:13, 20 October 2013

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-[[Corey Drake]] and [[Miriam Sherin]]
+The article ''Practicing Change: Curriculum Adaptation and Teacher Narrative in the Context of Mathematics Education Reform'' was written by [[Corey Drake]] and [[Miriam Sherin]] and published in [[Curriculum Inquiry]] in 2006. The article is available at the Wiley Online Library at [http://onlinelibrary.wiley.com/doi/10.1111/j.1467-873X.2006.00351.x/abstract http://onlinelibrary.wiley.com/doi/10.1111/j.1467-873X.2006.00351.x/abstract].
 == Abstract ==
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 The use of reform-based curricula is one possible avenue for the widespread implementation of mathematics education reform. In this article, we present two urban elementary teachers' models of curriculum use that describe how each teacher used a reform-oriented mathematics curriculum. In particular, we examine when and how the teachers made adaptations to the curriculum. We find that each teacher had a distinctive pattern of adaptation when using the curriculum. Furthermore, these patterns were related to three key aspects of the teachers' own experiences with mathematics: their early memories of learning mathematics, their current perceptions of themselves as mathematics learners, and their mathematical interactions with family members. Implications for curriculum design and implementation are discussed.
-== Metadata ==
+== Detailed Summary of ''Practicing Change: Curriculum Adaptation and Teacher Narrative in the Context of Mathematics Education Reform'' ==
 === APA ===
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 </pre>
 [[Category:Curriculum Use]]

imported>Raymond Johnson at 06:38, 17 July 2013

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	year = {2006}		year = {2006}
	}		}
			</pre>

	~~</pre>~~		[[Category:Curriculum Use]]

imported>Raymond Johnson: Created page with "Corey Drake and Miriam Sherin == Abstract == The use of reform-based curricula is one possible avenue for the widespread implementation of mathematics education refo..."

2013-07-17T06:37:51Z

Created page with "Corey Drake and Miriam Sherin == Abstract == The use of reform-based curricula is one possible avenue for the widespread implementation of mathematics education refo..."

New page

[[Corey Drake]] and [[Miriam Sherin]]

== Abstract ==

The use of reform-based curricula is one possible avenue for the widespread implementation of mathematics education reform. In this article, we present two urban elementary teachers' models of curriculum use that describe how each teacher used a reform-oriented mathematics curriculum. In particular, we examine when and how the teachers made adaptations to the curriculum. We find that each teacher had a distinctive pattern of adaptation when using the curriculum. Furthermore, these patterns were related to three key aspects of the teachers' own experiences with mathematics: their early memories of learning mathematics, their current perceptions of themselves as mathematics learners, and their mathematical interactions with family members. Implications for curriculum design and implementation are discussed.

== Metadata ==

=== APA ===

Drake, C., & Sherin, M. G. (2006). Practicing change: Curriculum adaptation and teacher narrative in the context of mathematics education reform. Curriculum Inquiry, 36(2), 153–187. doi:10.1111/j.1467-873X.2006.00351.x

=== BibTeX ===

<pre>
@article{Drake2006,
abstract = {The use of reform-based curricula is one possible avenue for the widespread implementation of mathematics education reform. In this article, we present two urban elementary teachers' models of curriculum use that describe how each teacher used a reform-oriented mathematics curriculum. In particular, we examine when and how the teachers made adaptations to the curriculum. We find that each teacher had a distinctive pattern of adaptation when using the curriculum. Furthermore, these patterns were related to three key aspects of the teachers' own experiences with mathematics: their early memories of learning mathematics, their current perceptions of themselves as mathematics learners, and their mathematical interactions with family members. Implications for curriculum design and implementation are discussed.},
author = {Drake, Corey and Sherin, Miriam Gamoran},
doi = {10.1111/j.1467-873X.2006.00351.x},
issn = {0362-6784},
journal = {Curriculum Inquiry},
month = jun,
number = {2},
pages = {153--187},
title = {{Practicing change: Curriculum adaptation and teacher narrative in the context of mathematics education reform}},
url = {http://doi.wiley.com/10.1111/j.1467-873X.2006.00351.x},
volume = {36},
year = {2006}
}

</pre>