Search results

• Hala Ghousseini
  ...ni & Herbst (2016)|Pedagogies of practice and opportunities to learn about classroom mathematics discussions]]. ''[[Journal of Mathematics Teacher Education]], ...usseini (2015)|Core practices and problems of practice in learning to lead classroom discussions]]. ''[[The Elementary School Journal]], 115''(3), 334–357. ht
  602 bytes (67 words) - 00:05, 28 March 2016
• Franke, Kazemi, & Battey (2007)
  {{Title|Mathematics Teaching and Classroom Practice}} * Conceptualizing Classroom Practice
  3 KB (315 words) - 19:53, 27 May 2015
• Ghousseini (2015)
  {{Title|Core Practices and Problems of Practice in Learning to Lead Classroom Discussions}} ...e works on orienting students to each other's ideas. Resulting problems of practice are examined, along with the factors that contribute to their emergence in
  2 KB (214 words) - 23:59, 27 March 2016
• Wilhelm & Kim (2015)
  {{Title|Generalizing From Observations of Mathematics Teachers' Instructional Practice Using the Instructional Quality Assessment}} ...ue3/Generalizing-From-Observations-of-Mathematics-Teachers\_-Instructional-Practice-Using-the-Instructional-Quality-Assessment/
  2 KB (239 words) - 06:27, 12 May 2015
• Ghousseini & Herbst (2016)
  {{Title|Pedagogies of Practice and Opportunities to Learn About Classroom Mathematics Discussions}} ...n any one of them in addressing important goals for teacher learning about classroom discussions.
  3 KB (353 words) - 00:11, 28 March 2016
• Cohen (1990)
  {{Title|A Revolution in One Classroom: The Case of Mrs. Oublier}} ...l and traditional material. Policy has affected practice in this case, but practice has had an even greater effect on policy.
  2 KB (220 words) - 02:21, 28 April 2015
• Thomas Romberg
  ...ndards-based mathematics assessment in middle school: Rethinking classroom practice]]'' (pp. 223–235). New York, NY: Teachers College Press.
  512 bytes (68 words) - 06:43, 29 October 2013
• Mieke Abels
  ...ndards-based mathematics assessment in middle school: Rethinking classroom practice]]'' (pp. 223–235). New York, NY: Teachers College Press.
  554 bytes (72 words) - 06:45, 29 October 2013
• Brown (2002)
  {{Title|Teaching by Design: Understanding the Intersection Between Teacher Practice and the Design of Curricular Innovations}} ...Eds.), [[Mathematics teachers at work: Connecting curriculum materials and classroom instruction]] (pp. 17–36). New York, NY: Routledge.
  2 KB (209 words) - 14:19, 17 August 2014
• Matthew Brown
  ...Eds.), [[Mathematics teachers at work: Connecting curriculum materials and classroom instruction]] (pp. 17–36). New York, NY: Routledge. ...se materials so we can better design materials to support their changes in practice?]] (p. 11). Evanston, IL. Retrieved from http://www.letus.org/PDF/teaching_
  1 KB (136 words) - 14:08, 17 August 2014
• Dylan Wiliam
  ...Wiliam (2004)|Working inside the black box: Assessment for learning in the classroom]]. ''[[Phi Delta Kappan]]'', 86(1), 9–22. doi:10.1177/003172170408600105 ...n student achievement]]. ''[[Assessment in Education: Principles, Policy & Practice]]'', 11(1), 49–65. doi:10.1080/0969594042000208994
  2 KB (243 words) - 17:09, 13 May 2015
• Gresalfi (2009)
  ...itions are enacted in moments of interaction, and how aspects of classroom practice impact this enactment. The findings support the argument that social, affec ** Classroom Practices Are Central, Not Merely Influential
  3 KB (429 words) - 19:29, 19 February 2014
• Patricio Herbst
  ...ni & Herbst (2016)|Pedagogies of practice and opportunities to learn about classroom mathematics discussions]]. ''[[Journal of Mathematics Teacher Education]],
  672 bytes (80 words) - 00:04, 28 March 2016
• Horn (2010)
  ...nt-size: large">''Teaching Replays, Teaching Rehearsals, and Re-Visions of Practice: Learning From Colleagues in a Mathematics Teacher Community''</span> The article ''Teaching Replays, Teaching Rehearsals, and Re-Visions of Practice: Learning From Colleagues in a Mathematics Teacher Community'' was written
  5 KB (636 words) - 04:21, 1 November 2013
• Van Es & Sherin (2010)
  {{Title|The Influence of Video Clubs on Teachers' Thinking and Practice}} ...ar, teachers increasingly made space for student thinking to emerge in the classroom, probed students' underlying understandings, and learned from their student
  2 KB (304 words) - 02:03, 6 May 2015
• Jan de Lange
  ...ndards-based mathematics assessment in middle school: Rethinking classroom practice]]'' (pp. 223–235). New York, NY: Teachers College Press.
  1 KB (160 words) - 06:47, 29 October 2013
• Cobb & Yackel (1996)
  ...students' activities, the classroom community, and broader communities of practice.
  2 KB (311 words) - 20:34, 29 May 2021
• Truus Dekker
  ...Dekker, T.]] (2007). [[Dekker (2007)|A model for constructing higher level classroom assessments]]. ''[[Mathematics Teacher]]'', 101(1), 56–62. ...ndards-based mathematics assessment in middle school: Rethinking classroom practice]]'' (pp. 223–235). New York, NY: Teachers College Press.
  2 KB (195 words) - 20:22, 25 June 2021
• David Webb
  ...ndards-based mathematics assessment in middle school: Rethinking classroom practice]]'' (pp. 200–220). New York, NY: Teachers College Press. ...ndards-based mathematics assessment in middle school: Rethinking classroom practice]]'' (pp. 223–235). New York, NY: Teachers College Press.
  3 KB (332 words) - 06:36, 29 October 2013
• Erna Yackel
  ...obb, Wood, & Yackel (1996)|Discourse, mathematical thinking, and classroom practice]]. In [[Ellice Forman|E. A. Forman]], [[Norris Minick|N. Minick]], & [[Addi
  971 bytes (111 words) - 03:10, 8 November 2013

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