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.
„Über diesen Titel“ kann sich auf eine andere Ausgabe dieses Titels beziehen.
Versand:
EUR 29,82
Von Vereinigtes Königreich nach USA
Versand:
EUR 18,48
Von Vereinigtes Königreich nach USA
Anbieter: Chiron Media, Wallingford, Vereinigtes Königreich
Hardcover. Zustand: New. Bestandsnummer des Verkäufers 6666-TNFPD-9780805825831
Anzahl: 5 verfügbar
Anbieter: THE SAINT BOOKSTORE, Southport, Vereinigtes Königreich
Hardback. Zustand: New. New copy - Usually dispatched within 4 working days. Bestandsnummer des Verkäufers B9780805825831
Anzahl: 1 verfügbar
Anbieter: Revaluation Books, Exeter, Vereinigtes Königreich
Hardcover. Zustand: Brand New. 1st edition. 448 pages. 9.25x6.25x1.25 inches. In Stock. Bestandsnummer des Verkäufers __0805825835
Anzahl: 1 verfügbar
Anbieter: moluna, Greven, Deutschland
Zustand: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Elizabeth Fennema, Barbara Scott NelsonThis 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 . Bestandsnummer des Verkäufers 595018981
Anzahl: Mehr als 20 verfügbar
Anbieter: Mispah books, Redhill, SURRE, Vereinigtes Königreich
Hardcover. Zustand: Like New. Like New. book. Bestandsnummer des Verkäufers ERICA77308058258356
Anzahl: 1 verfügbar