Understanding teachers' self-sustaining, generative change in the context of professional development

Teaching and Teacher Education

Volumn 14, Issue 1, 1998, Pages 67-80

  Franke, Megan Loef ^a   Carpenter, Thomas ^b   Fennema, Elizabeth ^b   Ansell, Ellen ^c   Behrend, Jeannie ^c  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b UNIVERSITY OF WISCONSIN MADISON   (United States)

^c NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0032385307     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0742-051X(97)00061-9     Document Type: Article

References (15)

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4. Carpenter T. P., Fennema E., Franke M. L. Cognitively guided instruction. A knowledge base for reform in primary mathematics instruction Elementary School Journal. 97(1):1996;1-20.
5. Carpenter T. P., Fennema E., Peterson P. L., Carey D. A. Teachers' pedagogical content knowledge of students' problem solving in elementary arithmetic. Journal for Research in Mathematics Education. 19:1988;385-401.
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9. Franke M. L., Fennema E., Carpenter T. P. Changing teachers. Interactions between beliefs and classroom practice Fennema E., Nelson B. Mathematics teachers in transition. 1997;Lawrence Erlbaum Associates, New Jersey.
10. Fuson K. Research on whole number addition and subtraction. Grouws D. Handbook of research on mathematics teaching and learning. 1997;243-275 Macmillan, New York.
11. Richardson V. A theory of teacher change and the practice of staff development. A case in reading instruction:1995;Teachers College Press, New York.
12. Richardson V. Conducting research on practice. Educational Researcher. 23(5):1994;5-10.
13. Schifter, D. (April. 1997). Developing operation sense as a foundation for Algebra. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
14. Schifter D., Fosnot C.T. Reconstructing mathematics education. Stories of teachers meeting the challenge of reform:1993;Teachers College Press, New York.
15. Sherin, M. G. (April 1997). When teaching becomes learning. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.