Difference between revisions of "Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction"
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# [[Lloyd, Remillard, & Herbel-Eisenmann (2009)|Teachers’ use of curriculum materials: An emerging field]] | # [[Lloyd, Remillard, & Herbel-Eisenmann (2009)|Teachers’ use of curriculum materials: An emerging field]] | ||
# [[Brown (2009)|The teacher-tool relationship: Theorizing the design and use of curriculum materials]] | # [[Brown (2009)|The teacher-tool relationship: Theorizing the design and use of curriculum materials]] | ||
# [[Stein & Gooyeon (2009)|The role of mathematics curriculum materials in large-scale urban reform: An analysis of demands and opportunities for teacher learning]] | |||
# [[McClain, Zhao, Visnovska, & Bowen (2009)|Understand the role of the institutional context in the relationship between teachers and text]] | |||
# [[Chval, Chávez, Reys, & Tarr (2009)|Considerations and limitations related to conceptualizing and measuring textbook integrity]] | |||
# [[Remillard (2009)|Part II commentary: Considering what we know about the relationship between teachers and curriculum materials]] | |||
# [[Larson (2009)|Part II commentary: A curriculum decision-maker’s perspective on conceptual and analytical frameworks for studying teachers' use of curriculum materials]] | |||
# [[Grant, Kline, Crumbaugh, Kim, & Cengiz (2009)|How can curriculum materials support teachers in pursuing student thinking during whole-group discussions?]] | |||
# [[The El-Barrio-Hunter College PDS Partnership Writing Collective (2009)|On the unique relationship between teacher research and commercial mathematics curriculum development]] | |||
# [[Herbel-Eisenmann (2009)|Negotiating the "presence of the text": How might teachers’ language choices influence the positioning of the textbook?]] | |||
# [[Eisenmann & Even (2009)|Similarities and differences in the types of algebraic activities in two classes taught by the same teacher]] | |||
# [[Ziebarth, Hart, Marcus, Ritsema, Schoen, & Walker (2009)|High school teachers as negotiators between curriculum intentions and enactment]] | |||
# [[Pimm (2009)|Part III commentary: Who knows best? Tales of orientation, subordination, and insubordination]] | |||
# [[Schnepp (2009)|Part III commentary: Teachers and the enacted curriculum]] | |||
# [[Behm & Lloyd (2009)|Factors influencing student teachers’ use of mathematics curriculum materials]] | |||
[[Gwendolyn Lloyd|Lloyd, G. M.]], [[Janine Remillard|Remillard, J. T.]], & [[Beth Herbel-Eisenmann|Herbel-Eisenmann, B. A.]] (2009). [[Lloyd, Remillard, & Herbel-Eisenmann (2009)|Teachers’ use of curriculum materials: An emerging field]]. 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. 3–14). New York, NY: Routledge. | [[Gwendolyn Lloyd|Lloyd, G. M.]], [[Janine Remillard|Remillard, J. T.]], & [[Beth Herbel-Eisenmann|Herbel-Eisenmann, B. A.]] (2009). [[Lloyd, Remillard, & Herbel-Eisenmann (2009)|Teachers’ use of curriculum materials: An emerging field]]. 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. 3–14). New York, NY: Routledge. |
Revision as of 05:55, 4 July 2013
Chapters
- Teachers’ use of curriculum materials: An emerging field
- The teacher-tool relationship: Theorizing the design and use of curriculum materials
- The role of mathematics curriculum materials in large-scale urban reform: An analysis of demands and opportunities for teacher learning
- Understand the role of the institutional context in the relationship between teachers and text
- Considerations and limitations related to conceptualizing and measuring textbook integrity
- Part II commentary: Considering what we know about the relationship between teachers and curriculum materials
- Part II commentary: A curriculum decision-maker’s perspective on conceptual and analytical frameworks for studying teachers' use of curriculum materials
- How can curriculum materials support teachers in pursuing student thinking during whole-group discussions?
- On the unique relationship between teacher research and commercial mathematics curriculum development
- Negotiating the "presence of the text": How might teachers’ language choices influence the positioning of the textbook?
- Similarities and differences in the types of algebraic activities in two classes taught by the same teacher
- High school teachers as negotiators between curriculum intentions and enactment
- Part III commentary: Who knows best? Tales of orientation, subordination, and insubordination
- Part III commentary: Teachers and the enacted curriculum
- Factors influencing student teachers’ use of mathematics curriculum materials
Lloyd, G. M., Remillard, J. T., & Herbel-Eisenmann, B. A. (2009). Teachers’ use of curriculum materials: An emerging field. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 3–14). New York, NY: Routledge.
Brown, M. W. (2009). The teacher-tool relationship: Theorizing the design and use of curriculum materials. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 17–36). New York, NY: Routledge.
Stein, M. K., & Kim, G. (2009). The role of mathematics curriculum materials in large-scale urban reform: An analysis of demands and opportunities for teacher learning. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 37–55). New York, NY: Routledge.
McClain, K., Zhao, Q., Visnovska, J., & Bowen, E. (2009). Understand the role of the institutional context in the relationship between teachers and text. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 56–69). New York, NY: Routledge.
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.
Remillard, J. T. (2009). Part II commentary: Considering what we know about the relationship between teachers and curriculum materials. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 85–92). New York, NY: Routledge.
Larson, M. R. (2009). Part II commentary: A curriculum decision-maker’s perspective on conceptual and analytical frameworks for studying teachers' use of curriculum materials. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 93–99). New York, NY: Routledge.
Grant, T. J., Kline, K., Crumbaugh, C., Kim, O.-K., & Cengiz, N. (2009). How can curriculum materials support teachers in pursuing student thinking during whole-group discussions? In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 103–117). New York, NY: Routledge.
The El-Barrio-Hunter College PDS Partnership Writing Collective. (2009). On the unique relationship between teacher research and commercial mathematics curriculum development. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 118–133). New York, NY: Routledge.
Herbel-Eisenmann, B. A. (2009). Negotiating the "presence of the text": How might teachers’ language choices influence the positioning of the textbook? In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 134–151). New York, NY: Routledge.
Eisenmann, T., & Even, R. (2009). Similarities and differences in the types of algebraic activities in two classes taught by the same teacher. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 152–170). New York, NY: Routledge.
Ziebarth, S. W., Hart, E. W., Marcus, R., Ritsema, B., Schoen, H. L., & Walker, R. (2009). High school teachers as negotiators between curriculum intentions and enactment. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 171–189). New York, NY: Routledge.
Pimm, D. (2009). Part III commentary: Who knows best? Tales of orientation, subordination, and insubordination. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 190–196). New York, NY: Routledge.
Schnepp, M. J. (2009). Part III commentary: Teachers and the enacted curriculum. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 197–202). New York, NY: Routledge.
Behm, S. L., & Lloyd, G. M. (2009). Factors influencing student teachers’ use of mathematics curriculum materials. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 205–222). New York, NY: Routledge.
BibTeX
@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 Sherim, 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} }