Difference between revisions of "Melissa Boston"
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== Publications == | == Publications == | ||
[[Melissa Boston|Boston, M. D.]], & [[Annie Wilhelm|Wilhelm, A. G.]] (2015). [[Boston & Wilhelm (2015)|Middle school mathematics instruction in instructionally focused urban districts]]. ''[[Urban Education]]'', 1–33. doi:10.1177/0042085915574528 | |||
[[Melissa Boston|Boston, M. D.]] (2013). [[Boston (2013)|Connecting changes in secondary mathematics teachers' knowledge to their experiences in a professional development workshop]]. ''[[Journal of Mathematics Teacher Education]]'', 16(1), 7–31. doi:10.1007/s10857-012-9211-6 | [[Melissa Boston|Boston, M. D.]] (2013). [[Boston (2013)|Connecting changes in secondary mathematics teachers' knowledge to their experiences in a professional development workshop]]. ''[[Journal of Mathematics Teacher Education]]'', 16(1), 7–31. doi:10.1007/s10857-012-9211-6 | ||
Latest revision as of 01:10, 6 May 2015
- Faculty page: http://www.duq.edu/academics/faculty/melissa-boston
- Ed.D., Mathematics Education, University of Pittsburgh, 2006
Publications
Boston, M. D., & Wilhelm, A. G. (2015). Middle school mathematics instruction in instructionally focused urban districts. Urban Education, 1–33. doi:10.1177/0042085915574528
Boston, M. D. (2013). Connecting changes in secondary mathematics teachers' knowledge to their experiences in a professional development workshop. Journal of Mathematics Teacher Education, 16(1), 7–31. doi:10.1007/s10857-012-9211-6
Boston, M. (2012). Assessing instructional quality in mathematics. The Elementary School Journal, 113(1), 76–104. doi:10.1086/666387
Boston, M. D., & Smith, M. S. (2011). A "task-centric approach" to professional development: Enhancing and sustaining mathematics teachers' ability to implement cognitively challenging mathematical tasks. ZDM, 43(6-7), 965–977. doi:10.1007/s11858-011-0353-2
Boston, M. D., & Smith, M. S. (2009). Transforming secondary mathematics teaching: Increasing the cognitive demands of instructional tasks used in teachers' classrooms. Journal for Research in Mathematics Education, 40(2), 119–156.