Difference between pages "Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction" and "Kathryn Chval"

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== Contents ==
== Publications ==


[[Mary Ann Huntley|Huntley, M. A.]], & [[Kathryn Chval|Chval, K.]] (2010). [[Huntley & Chval (2010)|Teachers' perspectives on fidelity of implementation to textbooks]]. In [[Barbara Reys|B. J. Reys]], [[Robert Reys|R. E. Reys]], & [[Rheta Rubenstein|R. Rubenstein]] (Eds.), ''[[Mathematics curriculum: Issues, trends, and future directions: Seventy-second yearbook]]'' (pp. 289–304). Reston, VA: National Council of Teachers of Mathematics.


Part I: Introduction
[[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.


<ol start="1">
[[Category:People|Chval, Kathryn]]
<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>
<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]]
# [[Silver, Ghousseini, Charalambous, & Mills (2009)|Exploring the curriculum implementation plateau: An instructional perspective]]
# [[Cooney (2009)|Part IV commentary: Considering the confounding nature of teachers’ use of curriculum materials]]
# [[Phillips (2009)|Part IV commentary: Use of curriculum materials at different points on the professional continuum]]
# [[Doerr & Chandler-Olcott|Negotiating the literacy demands of standards-based curriculum materials: A site for teachers’ learning]]
# [[McDuffie & Mather (2009)|Middle school mathematics teachers’ use of curricular reasoning in a collaborative professional development project]]
# [[Drake & Sherin (2009)|Developing curriculum vision and trust: Changes in teachers’ curriculum strategies]]
# [[Jaworski (2009)|Part V commentary: Development of teaching through research into teachers’ use of mathematics curriculum materials and relationships between teachers and curriculum]]
# [[Davenport (2009)|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 ===
<pre>
@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}
}
</pre>
 
<pre>
@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}
}
</pre>
 
[[Category: Books]]

Revision as of 21:57, 1 September 2014

Publications

Huntley, M. A., & Chval, K. (2010). Teachers' perspectives on fidelity of implementation to textbooks. In B. J. Reys, R. E. Reys, & R. Rubenstein (Eds.), Mathematics curriculum: Issues, trends, and future directions: Seventy-second yearbook (pp. 289–304). 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.

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