The nature and effects of middle school mathematics teacher learning experiences

Teachers College Record

Volumn 113, Issue 1, 2011, Pages 205-234

  Hill, Heather C ^a  

^a HARVARD UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79953667999     PISSN: 01614681     EISSN: 14679620     Source Type: Journal    
DOI: None     Document Type: Article

References (39)

1. American Statistical Association. (2007). Using statistics effectively in mathematics education research. Retrieved December 31, 2007, from http://www.amstat.org/research-grants/pdfs/SMERReport.pdf
2. Ball, D. L. (1990a). The mathematical understandings that prospective teachers bring to teacher education. Elementary School Journal, 90(4), 449-466.
3. Ball, D. L. (1990b). Prospective elementary and secondary teachers' understanding of division. Journal for Research in Mathematics Education, 21, 132-44.
4. Ball, D. L., & Bass, H. (2003). Making mathematics reasonable in school. In G. Martin (Ed.), Research compendium for the principles and standards for school mathematics (pp. 27-44). Reston, VA: National Council of Teachers of Mathematics.
5. Bobrowsky, W., Marx, R., & Fishman, B.J. (2001). The empirical base for professional development in science education: Moving beyond volunteers. Paper presented at the National Association of Research in Science Teaching, St. Louis, MO.
6. Borko, H. (2004). Professional development and teacher learning: mapping the terrain. Educational Researcher 8(33), 3-15. (Pubitemid 40067301)
7. Carpenter, T. P., Fennema, E., Franke, M. L., & Empson, S. B. (1999). Children's mathematics: Cognitively guided instruction. Portsmouth, NH: Heinemann.
8. Cobb, P., Wood, T., Yackel, E., Nicholls, L., Wheatley, G., Trigatti, B., & Perlwitz, M. (1991). Assessment of a problem-centered second-grade madiematics project Journal for Research in Mathematics Education, 22, 3-29.
9. Cohen, D. K., & Hill, H. C. (2001). Learning policy: When state education reform works. New Haven, CN: Yale University Press.
10. Desimone, L. Porter, A. C, Garet, M. S., Yoon, K. S., & Birman, B. S. (2002). Effects of proprofessional development on teachers' instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81-112.
11. Desimone, L., Smith, T, & Ueno, K. (2006). Are teachers who need sustained, content-focused professional development getting it? An administrator's dilemma. Educational Administration Quarterly 42(2), 179-215. (Pubitemid 43319797)
12. Even, R. (1993). Subject-matter knowledge and pedagogical content knowledge: Prospective secondary teachers and the function concept. Journal for Research in Mathematics Education, 24, 94-116.
13. Garet, M. S., Porter, A. C, Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Lessons from a national sample of teachers. American Educational Research Journal, 38(4), 915-945. (Pubitemid 33590046)
14. Hanushek, E. A. (2003). The failure of input-based schooling policies. Economic Journal 113, pp. F64-F98. (Pubitemid 36302878)
15. Harris, D. N., & Sass, T. R. (2007). Teacher training, teacher quality, and student achievement. Washington DC: CALDER Working Paper 3.
16. Hill, H. C. (2004). Professional development standards and practices in elementary school mathematics. Elementary School Journal 104, 215-31. (Pubitemid 38652563)
17. Hill, H. C. (2007). Mathematical knowledge of middle school teachers: Implications for the No Child Left Behind policy initiative. Educational Evaluation and Policy Analysis (29), 95-114.
18. Hill, H. C. (2009). Fixing teacher professional development. Phi Delta Kappan, 90, 470-477.
19. Hill, H. C, & Ball, D. L. (2004). Learning mathematics for teaching: Results from California's Mathematics Professional Development Institutes. Journal for Research in Mathematics Education 35, 330-351. (Pubitemid 39508253)
20. Hill, H. C, & Lubienski, S. T. (2007). Teachers' mathematics knowledge for teaching and school context A study of California teachers. Educational Policy 21(5), 747-768.
21. Hill, H. C, Rowan, B., & Ball, D. L. (2005). Effects of teachers' mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42, 371-406. (Pubitemid 40882630)
22. Horizon Research. (2002). The 2000 national survey of science and mathematics education: compendium of tables. Chapel Hill, NC: Horizon Research.
23. Lewis, C, Perry, R., Hurd J., & O'Connell, M. P. (2006). Lesson study comes of age in North America. Phi Delta Kappan, 88(4), 273-281.
24. Little, J. W. (1989). District policy choices and teachers' professional development opportunities. Educational Evaluation & Policy Analysis, 11, 165-179.
25. Ma, L. (1999). Knowing and teaching elementary mathematics: Teachers'understanding of fundamental mathematics in china and the united states. Mahwah, NJ: Erlbaum.
26. National Center for Education Statistics. (2001). Teacher preparation and professional development: 2000, (NCES 2001-088, 2001). Washington, DC: National Center for Education Statistics. Unpublished manuscript.
27. National Mathematics Advisory Panel (2008). Foundations for success. Washington, DC: U.S. Department of Education.
28. Post, T. R., Harel, G., Behr, M.J., & Lesh, R. (1991). Intermediate teachers' knowledge of rational number concepts. New York, NY: State University of New York Press.
29. Rockoff.J. E.,Jacob, B. A., Kane, T.J., & Staiger, D. O. (2008). Can you recognize an effective teacher when you recruit one? NBER Working Paper 14485. Cambridge, MA: National Bureau of Economic Research.
30. Rowan, B. (2002). The ecology of school improvement: Notes on the school improvement industry in the United States. Journal of Educational Change 3, (3-4), 283-314.
31. Saxe, G. B., Gearhart, M., & Nasir, N. S. (2001). Enhancing students' understands of mathematics: A study of three contrasting approaches to professional support. Journal of Mathematics Teacher Education, 4, 55-79.
32. Schmidt, W. H., & others. (2007). The preparation gap: Teacher education for middle school mathematics in six countries (MT21 report). Michigan State University: Authors. Unpublished manuscript.
33. Singer, J. D., & Willett, J. B. (2003). Applied longitudinal data analysis: Modeling change and event occurrence. New York, NY: Oxford University Press.
34. Supovitz, J., & Zief, S. G. (2000). Teacher quality: Survey reveals invisible barriers to teacher participation. Journal of Staff Development 21, 25-28.
35. Swafford, J. O., Jones, G. A., & Thornton, C. A. (1997). Increased knowledge in geometry and instructional practice. Journal for Research in Mathematics Education, 28(4), 467-483.
36. Wayne, A. J., Yoon, K. S., Zhu, P., Cronen, S., & Caret, M. S. (2008). Experimenting with teacher professional development Motives and methods. Educational Researcher, 37(8), 469.
37. Wei, R. C, Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council.
38. Whittingon, D. (2002). The status of middle school mathematics teaching. Chapel Hill, NC: Horizon Research.
39. Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Educational Research 24, 173-209.