Difference between revisions of "James Tarr"
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== Publications == | == Publications == | ||
[[James Tarr|Tarr, J. E.]], [[Douglas Grouws|Grouws, D. A.]], [[Óscar Chávez|Chávez, Ó.]], & [[Victor Soria|Soria, V. M.]] (2013). [[Tarr, Grouws, Chávez, & Soria (2013)|The effects of content organization and curriculum implementation on students' mathematics learning in second-year high school courses]]. [[Journal for Research in Mathematics Education]], 44(4), 683–729. | |||
[[Dustin Jones|Jones, D.]], & [[James Tarr|Tarr, J. E.]] (2010). [[Jones & Tarr (2010)|Recommendations for statistics and probability in school mathematics over the past century]]. In [[Barbara Reys|B. J. Reys]], [[Robert Reys|R. E. Reys]], & [[Rheta Rubenstein|R. Rubenstein]] (Eds.), [[Mathematics Curriculum: Issues, Trends, and Future Directions (2010 NCTM Yearbook)|Mathematics curriculum: Issues, trends, and future directions: Seventy-second yearbook]] (pp. 65–75). Reston, VA: National Council of Teachers of Mathematics. | |||
[[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|Tarr, James]] | [[Category:People|Tarr, James]] | ||
Latest revision as of 20:28, 25 June 2021
Publications
Tarr, J. E., Grouws, D. A., Chávez, Ó., & Soria, V. M. (2013). The effects of content organization and curriculum implementation on students' mathematics learning in second-year high school courses. Journal for Research in Mathematics Education, 44(4), 683–729.
Jones, D., & Tarr, J. E. (2010). Recommendations for statistics and probability in school mathematics over the past century. In B. J. Reys, R. E. Reys, & R. Rubenstein (Eds.), Mathematics curriculum: Issues, trends, and future directions: Seventy-second yearbook (pp. 65–75). Reston, VA: National Council of Teachers of Mathematics.
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