"Lost at sea": New teachers' experiences with curriculum and assessment

Teachers College Record

Volumn 104, Issue 2, 2002, Pages 273-300

  Kauffman, David ^a   Johnson, Susan Moore ^a   Kardos, Susan M ^a   Liu, Edward ^a   Peske, Heather G ^a  

^a HARVARD GRADUATE SCHOOL OF EDUCATION   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036002692     PISSN: 01614681     EISSN: None     Source Type: Journal    
DOI: 10.1111/1467-9620.00163     Document Type: Article

References (36)

1. You don't have to be a teacher to teach this unit: Teaching, technology, and gender in the classroom
2. Reform by the book: What is - Or might be - The role of curriculum materials in teacher learning and instructional reform?
3. Using textbooks and teachers' guides: A dilemma for beginning teachers and teacher educators
4. How teachers influence what is taught and learned in classrooms
5. Instruction, capacity, and improvement
6. Teacher learning in practice: What does it take for teachers to use and learn from curriculum materials?
7. Success for All: Exploring the technical, normative, political and socio-cultural dimensions of scaling up
8. Preparing teachers for uncertainty
9. On teachers' careers: Once over lightly, with a broad brush
10. The state of the states
11. In Chicago, every day brings a new lesson plan
12. Counting on colleagues: New teachers encounter the professional cultures of their schools
13. Finding and keeping competent teachers
14. The next generation of teachers: Changing conceptions of a career in teaching
15. External standards and good teaching: The pros and cons of telling teachers what to do
16. Can curriculum materials support teachers' learning? Two fourth-grade teachers use of a new mathematics text
17. The role of curriculum in teacher development
18. Realizing the promise of standards-based education
19. Systemic school reform
20. Teachers in Chicago schools follow script from day 001
21. Textbook use and teacher professionalism