Difference between revisions of "Megan Franke"
imported>Raymond Johnson (added Kazemi & Franke (2004)) |
imported>Raymond Johnson (added Ing et al. 2015) |
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== Publications == | == Publications == | ||
[[Marsha Ing|Ing, M.]], [[Noreen Webb|Webb, N. M.]], [[Megan Franke|Franke, M. L.]], [[Angela Turrou|Turrou, A. C.]], [[Jacqueline Wong|Wong, J.]], [[Nami Shin|Shin, N.]], & [[Cecilia Fernandez|Fernandez, C. H.]] (2015). [[Ing, et al. (2015)|Student participation in elementary mathematics classrooms: The missing link between teacher practices and student achievement?]] ''[[Educational Studies in Mathematics]]'', 90(3), 341–356. http://doi.org/10.1007/s10649-015-9625-z | |||
[[Megan Franke|Franke, M. L.]], [[Elham Kazemi|Kazemi, E.]], & [[Daniel Battey|Battey, D.]] (2007). [[Franke, Kazemi, & Battey (2007)|Mathematics teaching and classroom practice]]. In [[Frank Lester|F. K. Lester]] (Ed.), ''[[Second handbook of research on mathematics teaching and learning]]'' (pp. 225–256). Charlotte, NC: Information Age. | [[Megan Franke|Franke, M. L.]], [[Elham Kazemi|Kazemi, E.]], & [[Daniel Battey|Battey, D.]] (2007). [[Franke, Kazemi, & Battey (2007)|Mathematics teaching and classroom practice]]. In [[Frank Lester|F. K. Lester]] (Ed.), ''[[Second handbook of research on mathematics teaching and learning]]'' (pp. 225–256). Charlotte, NC: Information Age. | ||
Latest revision as of 05:09, 3 December 2015
Publications
Ing, M., Webb, N. M., Franke, M. L., Turrou, A. C., Wong, J., Shin, N., & Fernandez, C. H. (2015). Student participation in elementary mathematics classrooms: The missing link between teacher practices and student achievement? Educational Studies in Mathematics, 90(3), 341–356. http://doi.org/10.1007/s10649-015-9625-z
Franke, M. L., Kazemi, E., & Battey, D. (2007). Mathematics teaching and classroom practice. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 225–256). Charlotte, NC: Information Age.
Kazemi, E., & Franke, M. L. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7(3), 203–235. doi:10.1023/B:JMTE.0000033084.26326.19
Franke, M. L., Carpenter, T. P., Levi, L., & Fennema, E. (2001). Capturing teachers’ generative change: A follow-up study of professional development in mathematics. American Educational Research Journal, 38(3), 653–689. doi:10.3102/00028312038003653
Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. R., & Empson, S. B. (1996). A longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for Research in Mathematics Education, 27(4), 403–434. doi:10.2307/749875
Carpenter, T. P., Fennema, E., & Franke, M. L. (1996). Cognitively guided instruction: A knowledge base for reform in primary mathematics instruction. The Elementary School Journal, 97(1), 3–20. doi:10.1086/461846
Carpenter, T. P., Fennema, E., Peterson, P. L., Chiang, C.-P., & Loef, M. (1989). Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26(4), 499–531. doi:10.3102/00028312026004499
Peterson, P. L., Fennema, E., Carpenter, T. P., & Loef, M. (1989). Teachers’ pedagogical content beliefs in mathematics. Cognition and Instruction, 6(1), 1–40. doi:10.1207/s1532690xci0601_1