Experience counts: Career stage and teachers' responses to mathematics education reform

Educational Policy

Volumn 16, Issue 2, 2002, Pages 311-337

  Drake, Corey ^a  

^a UNIVERSITY OF TEXAS AT AUSTIN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036011956     PISSN: 08959048     EISSN: None     Source Type: Journal    
DOI: 10.1177/0895904802016002004     Document Type: Article

References (42)

1. Developing mathematics reform: What don't we know about teacher learning - But would make good working hypotheses
2. Ways of thinking about students and classrooms by more and less experienced teachers
3. A revolution in one classroom: The case of Mrs. Oublier
4. Instructional policy and classroom performance: The mathematics reform in California
5. Preparing teachers for uncertainty
6. Attitude and perceptual change in teachers
7. Teacher careers and school improvement
8. The cognitive skill of teaching
9. The Rand change agent study revisited: Macro perspectives and micro realities
10. The California study of elementary mathematics
11. Reflections of first-year teachers on school culture
12. Educational goal preferences among novice and veteran teachers of sciences and humanities
13. A cognitive perspective on the role of the local educational agency in implementing instructional policy: Accounting for local variability
14. Cognition and policy implementation: District policy-makers and the reform of mathematics education
15. Reform and teaching: Exploring patterns of practice in the context of national and state mathematics reforms
16. Relations between teachers' subject matter knowledge, teaching experience and their mental models of children's minds and learning
17. Career and life development