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Synopsis: This book addresses the need of professional development leaders and policymakers for scholarly knowledge about influencing teachers to modify mathematical instruction to bring it more in alignment with the recommendations of the current reform movement initiated by the National Council of Teachers of Mathematics. The book presents:
* theoretical perspectives for studying, analyzing, and understanding teacher change;
* descriptions of contextual variables to be considered as one studies and attempts to understand teacher change; and
* descriptions of professional development programs that resulted in teacher change.
One chapter builds a rationale for looking to developmental psychology for guidance in constructing models of reconstructing new forms of mathematical instruction. Another highlights the relevance to mathematics teacher development of research-based knowledge about how children construct mathematical ideas. Other chapters explore the relationships between the various contexts of schooling and instructional change. Included also are chapters that describe and analyze major reform efforts designed to assist teachers in modifying their instructional practices (Cognitively Guided Instruction, Math-Cubed, Project Impact, Mathematics in Context, and the Case-Based Project). Finally, the current state of knowledge about encouraging teachers to modify their instruction is discussed, the implications of major research and implementation findings are suggested, and some of the major questions that need to be addressed are identified, such as what we have learned about teacher change.
...contains the most recent theoretical perspectives on teaching and teacher change, studies of large-scale empirical work, long-term programs of research, and case studies of individual teachers, groups of teachers, and intervention projects....each chapter offers a different piece in the complex puzzle of how to understand teachers in change.
This book contains ideas for further research as well as possible paths to implement reform in the classroom. Many of the articles are informative and practical to all teachers.
—Teaching Children Mathematics
Title: Mathematics Teachers in Transition (Studies ...
Publication Date: 1997
Book Condition: very good
Book Description Routledge, 2017. Paperback. Book Condition: NEW. 9780805826883 This listing is a new book, a title currently in-print which we order directly and immediately from the publisher. Print on Demand title, produced to the highest standard, and there would be a delay in dispatch of around 10 working days. Bookseller Inventory # HTANDREE0254308
Book Description Routledge, 1997. Paperback. Book Condition: Used: Good. Bookseller Inventory # SONG0805826882
Book Description Routledge, 1997. Paperback. Book Condition: New. book. Bookseller Inventory # M0805826882
Book Description Lawrence Erlbaum Assoc Inc, 1997. Paperback. Book Condition: Brand New. 1st edition. 448 pages. 9.25x6.25x1.00 inches. In Stock. Bookseller Inventory # zk0805826882
Book Description Routledge, 1997. Paperback. Book Condition: New. Never used!. Bookseller Inventory # P110805826882
Book Description Routledge, 1997. Paperback. Book Condition: Like New. Almost new condition. Bookseller Inventory # P010805826882
Book Description Routledge, 1997. Paperback. Book Condition: Very Good. Great condition with minimal wear, aging, or shelf wear. Bookseller Inventory # P020805826882
Book Description Routledge, 1997. Book Condition: new. Shiny and new! Expect delivery in 20 days. Bookseller Inventory # 9780805826883-1
Book Description Routledge, 1997. Paperback. Book Condition: Good. Ships with Tracking Number! INTERNATIONAL WORLDWIDE Shipping available. May not contain Access Codes or Supplements. Buy with confidence, excellent customer service!. Bookseller Inventory # 0805826882