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xiii | |
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xiv | |
| Preface |
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xv | |
| Acknowledgments |
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xix | |
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1 | (14) |
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1 Teachers' Use of Curriculum Materials: An Emerging Field |
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3 | (12) |
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PART II Conceptual and Analytical Frameworks for Studying Teachers' Use of Curriculum Materials |
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15 | (86) |
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2 The Teacher--Tool Relationship: Theorizing the Design and Use of Curriculum |
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17 | (20) |
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3 The Role of Mathematics Curriculum Materials in Large-Scale Urban Reform: An Analysis of Demands and Opportunities for Teacher Learning |
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37 | (19) |
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4 Understanding the Role of the Institutional Context in the Relationship Between Teachers and Text |
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56 | (14) |
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5 Considerations and Limitations Related to Conceptualizing and Measuring Textbook Integrity |
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70 | (15) |
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6 Part II Commentary: Considering What We Know About the Relationship Between Teachers and Curriculum Materials |
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85 | (8) |
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7 Part II Commentary: A Curriculum Decision-Maker's Perspective on Conceptual and Analytical Frameworks for Studying Teachers' Use of Curriculum Materials |
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93 | (8) |
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PART III Understanding the Relationships Among Teachers, Mathematics Curriculum Materials, and the Enacted Curriculum |
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101 | (102) |
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8 How Can Curriculum Materials Support Teachers in Pursuing Student Thinking During Whole-Group Discussions? |
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103 | (15) |
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9 On the Unique Relationship Between Teacher Research and Commercial Mathematics Curriculum Development |
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118 | (16) |
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The El Barrio-Hunter College Pds Partnership Writing Collective |
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10 Negotiating the "Presence of the Text": How Might Teachers' Language Choices Influence the Positioning of the Textbook? |
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134 | (18) |
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11 Similarities and Differences in the Types of Algebraic Activities in Two Classes Taught by the Same Teacher |
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152 | (19) |
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12 High School Teachers as Negotiators Between Curriculum Intentions and Enactment: The Dynamics of Mathematics Curriculum Development |
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171 | (19) |
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13 Part III Commentary: Who Knows Best? Tales of Ordination, Subordination, and Insubordination |
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190 | (7) |
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14 Part III Commentary: Teachers and the Enacted Curriculum |
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197 | (6) |
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PART IV Teachers' Use of Curriculum Materials at Different Stages of Implementation and at Different Points on the Professional Continuum |
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203 | (78) |
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15 Factors Influencing Student Teachers' Use of Mathematics Curriculum Materials |
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205 | (18) |
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16 Beginning Teachers' Concerns Regarding the Adoption of New Mathematics Curriculum Materials |
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223 | (22) |
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17 Exploring the Curriculum Implementation Plateau: An Instructional Perspective |
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245 | (21) |
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Charalambos Y. Charalambous |
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18 Part IV Commentary: Considering the Confounding Nature of Teachers' Use of Curriculum Materials |
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266 | (8) |
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19 Part IV Commentary: Use of Curriculum Materials at Different Points on the Professional Continuum |
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274 | (7) |
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PART V Teacher Learning Through and in Relation to the Use of Curriculum Materials |
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281 | (72) |
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20 Negotiating the Literacy Demands of Standards-Based Curriculum Materials: A Site for Teachers' Learning |
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283 | (19) |
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21 Middle School Mathematics Teachers' Use of Curricular Reasoning in a Collaborative Professional Development Project |
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302 | (19) |
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22 Developing Curriculum Vision and Trust: Changes in Teachers' Curriculum Strategies |
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321 | (17) |
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23 Part V Commentary: Development of Teaching Through Research into Teachers' Use of Mathematics Curriculum Materials and Relationships Between Teachers and Curriculum |
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338 | (9) |
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24 Part V Commentary: What Does it Take to Learn From and Through Curriculum Materials? |
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347 | (6) |
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| Author Biographies |
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353 | (12) |
| Index |
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365 | |
Rohkem infot Taylor & Francis e-raamatute kohta