Difference between revisions of "Barbara Reys"
imported>Raymond Johnson |
imported>Raymond Johnson |
||
| Line 2: | Line 2: | ||
[[Kathryn Chval|Chval, K. B.]], [[Óscar Chávez|Chávez, Ó.]], [[Barbara Reys|Reys, B. J.]], & [[James Tarr|Tarr, J.]] (2009). [[Chval, Chávez, Reys, & Tarr (2009)|Considerations and limitations related to conceptualizing and measuring textbook integrity]]. 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. 70–84). New York, NY: Routledge. | [[Kathryn Chval|Chval, K. B.]], [[Óscar Chávez|Chávez, Ó.]], [[Barbara Reys|Reys, B. J.]], & [[James Tarr|Tarr, J.]] (2009). [[Chval, Chávez, Reys, & Tarr (2009)|Considerations and limitations related to conceptualizing and measuring textbook integrity]]. 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. 70–84). New York, NY: Routledge. | ||
[[James Tarr|Tarr, J. E.]], [[Robert Reys|R. E. Reys]], [[Barbara Reys|B. J. Reys]], [[Óscar Chávez|Chávez, Ó.]], [[Jeffrey Shih|Shih, J.]], & [[Steven Osterlind|Osterlind, S. J.]] (2008). [[Tarr, Reys, Reys, Chávez, Shih, & Osterlind (2008)|The impact of middle-grades mathematics curricula and the classroom learning environment on student achievement]]. [[Journal for Research in Mathematics Education]], 39(3), 247–280. | |||
[[James Tarr|Tarr, J. E.]], [[Óscar Chávez|Chávez, Ó.]], [[Robert Reys|Reys, R. E.]], & [[Barbara Reys|Reys, B. J.]] (2006). [[Tarr, Chávez, Reys, & Reys (2006)|From the written to the enacted curricula: The intermediary role of middle school mathematics teachers in shaping students' opportunity to learn]]. School Science and Mathematics, 106(4), 191–201. doi:10.1111/j.1949-8594.2006.tb18075.x | [[James Tarr|Tarr, J. E.]], [[Óscar Chávez|Chávez, Ó.]], [[Robert Reys|Reys, R. E.]], & [[Barbara Reys|Reys, B. J.]] (2006). [[Tarr, Chávez, Reys, & Reys (2006)|From the written to the enacted curricula: The intermediary role of middle school mathematics teachers in shaping students' opportunity to learn]]. School Science and Mathematics, 106(4), 191–201. doi:10.1111/j.1949-8594.2006.tb18075.x | ||
[[Category:People|Reys, Barbara]] | [[Category:People|Reys, Barbara]] | ||
Latest revision as of 02:18, 21 October 2013
Publications
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.
Tarr, J. E., R. E. Reys, B. J. Reys, Chávez, Ó., Shih, J., & Osterlind, S. J. (2008). The impact of middle-grades mathematics curricula and the classroom learning environment on student achievement. Journal for Research in Mathematics Education, 39(3), 247–280.
Tarr, J. E., Chávez, Ó., Reys, R. E., & Reys, B. J. (2006). From the written to the enacted curricula: The intermediary role of middle school mathematics teachers in shaping students' opportunity to learn. School Science and Mathematics, 106(4), 191–201. doi:10.1111/j.1949-8594.2006.tb18075.x