Difference between revisions of "Miriam Sherin"
imported>Raymond Johnson (added van Es & Sherin (2010)) |
imported>Raymond Johnson m |
||
| Line 3: | Line 3: | ||
== Publications == | == Publications == | ||
[[Elizabeth van Es|van Es, E.]] | [[Elizabeth van Es|van Es, E. A.]], & [[Miriam Sherin|Sherin, M. G.]] (2010). [[van Es & Sherin (2010)|The influence of video clubs on teachers' thinking and practice]]. ''[[Journal of Mathematics Teacher Education]]'', 13(2), 155–176. doi:10.1007/s10857-009-9130-3 | ||
[[Miriam Sherin|Sherin, M. G.]], & [[Corey Drake|Drake, C.]] (2009). [[Sherin & Drake (2009)|Curriculum strategy framework: Investigating patterns in teachers’ use of a reform‐based elementary mathematics curriculum]]. [[Journal of Curriculum Studies]], 41(4), 467–500. doi:10.1080/00220270802696115 | [[Miriam Sherin|Sherin, M. G.]], & [[Corey Drake|Drake, C.]] (2009). [[Sherin & Drake (2009)|Curriculum strategy framework: Investigating patterns in teachers’ use of a reform‐based elementary mathematics curriculum]]. [[Journal of Curriculum Studies]], 41(4), 467–500. doi:10.1080/00220270802696115 | ||
Latest revision as of 02:04, 6 May 2015
- Faculty page: http://www.sesp.northwestern.edu/profile/?p=84
Publications
van Es, E. A., & Sherin, M. G. (2010). The influence of video clubs on teachers' thinking and practice. Journal of Mathematics Teacher Education, 13(2), 155–176. doi:10.1007/s10857-009-9130-3
Sherin, M. G., & Drake, C. (2009). Curriculum strategy framework: Investigating patterns in teachers’ use of a reform‐based elementary mathematics curriculum. Journal of Curriculum Studies, 41(4), 467–500. doi:10.1080/00220270802696115
Drake, C., & Sherin, M. G. (2009). Developing curriculum vision and trust: Changes in teachers’ curriculum strategies. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction (pp. 321–337). New York, NY: Routledge.
Drake, C., & Sherin, M. G. (2006). Practicing change: Curriculum adaptation and teacher narrative in the context of mathematics education reform. Curriculum Inquiry, 36(2), 153–187. doi:10.1111/j.1467-873X.2006.00351.x