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Volumn 28, Issue 5, 2008, Pages 534-545

Working as partners for classroom reform

Author keywords

Collaboration; In service education; Reform; Teacher learning; Teaching and learning

Indexed keywords

EDUCATION REFORM; LEARNING; PARTNERSHIP APPROACH; TEACHER TRAINING; TEACHING;

EID: 44649148317     PISSN: 07380593     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ijedudev.2008.01.006     Document Type: Article
Times cited : (19)

References (22)
  • 1
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    • Breen C. Circling the square: issues and dilemmas concerning teacher transformation. In: Jaworski B., Wood T., and Dawson S. (Eds). Mathematics Teacher Education: Critical International Perspectives (1999), Falmer Press, London
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  • 2
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    • Clarke, B., 1995. Expecting the unexpected: critical incidents in the mathematics classrooms. Unpublished Doctoral Dissertation, University of Wisconsin-Madison.
    • Clarke, B., 1995. Expecting the unexpected: critical incidents in the mathematics classrooms. Unpublished Doctoral Dissertation, University of Wisconsin-Madison.
  • 3
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    • A constructive approach to second grade mathematics
    • Von Glasersfeld E. (Ed), Kluwer, Academic Publishers, Dortrecht
    • Cobb P., Wood T., and Yackel E. A constructive approach to second grade mathematics. In: Von Glasersfeld E. (Ed). Radical Constructivism in Mathematics Education (1991), Kluwer, Academic Publishers, Dortrecht
    • (1991) Radical Constructivism in Mathematics Education
    • Cobb, P.1    Wood, T.2    Yackel, E.3
  • 4
    • 0002999319 scopus 로고    scopus 로고
    • On understanding of the structure of teachers beliefs and their relationship to change
    • Fennema E., and Nelson B. (Eds), Lawrence Erlbaum Association, New Jersey
    • Cooney T.J., and Shealy B. On understanding of the structure of teachers beliefs and their relationship to change. In: Fennema E., and Nelson B. (Eds). Mathematics Teacher in Transition (1997), Lawrence Erlbaum Association, New Jersey
    • (1997) Mathematics Teacher in Transition
    • Cooney, T.J.1    Shealy, B.2
  • 9
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    • Teachers as leaders: exploring the impact of teacher-led development
    • Frost D., and Durrant J. Teachers as leaders: exploring the impact of teacher-led development. School Leadership and Management 2 (2002) 143-161
    • (2002) School Leadership and Management , Issue.2 , pp. 143-161
    • Frost, D.1    Durrant, J.2
  • 11
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    • Old dogs and new tricks: observation on the continuing education of teachers
    • Rubin L.J. (Ed), Allyn and Bacon, Boston
    • Jackson W.P. Old dogs and new tricks: observation on the continuing education of teachers. In: Rubin L.J. (Ed). Improving In-service Education: Proposal and Procedures for Change (1971), Allyn and Bacon, Boston
    • (1971) Improving In-service Education: Proposal and Procedures for Change
    • Jackson, W.P.1
  • 13
    • 44649192517 scopus 로고    scopus 로고
    • The student-researcher/teacher educator-researcher in the mathematics classroom: co-learning partnership in the mathematics teaching and teaching development
    • Bergsten C., Dahland G., and Grevholm B. (Eds), Linkopings Universitet., Linkoping, Sweden
    • Jaworski B. The student-researcher/teacher educator-researcher in the mathematics classroom: co-learning partnership in the mathematics teaching and teaching development. In: Bergsten C., Dahland G., and Grevholm B. (Eds). Research and Action in the Mathematics Classroom. Proceedings of MADIF 2, The 2nd Swedish Mathematics Education Research Seminar (2000), Linkopings Universitet., Linkoping, Sweden 24-26
    • (2000) Research and Action in the Mathematics Classroom. Proceedings of MADIF 2, The 2nd Swedish Mathematics Education Research Seminar , pp. 24-26
    • Jaworski, B.1
  • 14
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    • Mohammad, F.R., 2002. From theory to practice: an understanding of the implementation of in-service mathematics teachers' learning from university into classroom practice. Unpublished D.Phil. Thesis, University of Oxford.
    • Mohammad, F.R., 2002. From theory to practice: an understanding of the implementation of in-service mathematics teachers' learning from university into classroom practice. Unpublished D.Phil. Thesis, University of Oxford.
  • 15
    • 84995398529 scopus 로고    scopus 로고
    • Practical constraints upon teacher development in Pakistani schools
    • Mohammad F.R. Practical constraints upon teacher development in Pakistani schools. Journal of In-service Education 30 1 (2004) 101-114
    • (2004) Journal of In-service Education , vol.30 , Issue.1 , pp. 101-114
    • Mohammad, F.R.1
  • 16
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    • The fault is in ourselves: looking at failures in implementation
    • Mohammad F.R., and Harlech-Jones B. The fault is in ourselves: looking at failures in implementation. Compare 38 1 (2008)
    • (2008) Compare , vol.38 , Issue.1
    • Mohammad, F.R.1    Harlech-Jones, B.2
  • 17
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    • From should to could: reflections on possibilities of mathematics teacher education
    • Pimm D. From should to could: reflections on possibilities of mathematics teacher education. For the Learning of Mathematics 13 2 (1993) 22-27
    • (1993) For the Learning of Mathematics , vol.13 , Issue.2 , pp. 22-27
    • Pimm, D.1
  • 19
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    • Teacher development in South Africa: a critique of the appropriateness of transfer of northern/western practice
    • Sally J., and Monk M. Teacher development in South Africa: a critique of the appropriateness of transfer of northern/western practice. Compare 3 2 (2000)
    • (2000) Compare , vol.3 , Issue.2
    • Sally, J.1    Monk, M.2
  • 20
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    • Relational understanding and instrumental understanding
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  • 22
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    • The unavoidable intervention of educational research: a framework for reconsidering researcher-practitioner cooperation
    • Wagner J. The unavoidable intervention of educational research: a framework for reconsidering researcher-practitioner cooperation. Educational Researcher 26 7 (1997) 13-22
    • (1997) Educational Researcher , vol.26 , Issue.7 , pp. 13-22
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* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.