메뉴 건너뛰기




Volumn 44, Issue 4, 2012, Pages 559-576

Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues

Author keywords

curriculum materials; mathematics; teacher knowledge; teaching quality

Indexed keywords


EID: 84865280097     PISSN: 00220272     EISSN: 13665839     Source Type: Journal    
DOI: 10.1080/00220272.2012.716978     Document Type: Article
Times cited : (46)

References (38)
  • 1
    • 79953307959 scopus 로고    scopus 로고
    • Reform by the book: What is - or might be - the role of curriculum materials in teacher learning and instructional reform?
    • 14
    • Ball, D. L. and Cohen, D. K. 1996. Reform by the book: What is-or might be-the role of curriculum materials in teacher learning and instructional reform?. Educational Researcher, 25(9): 6-8. 14
    • (1996) Educational Researcher , vol.25 , Issue.9 , pp. 6-8
    • Ball, D.L.1    Cohen, D.K.2
  • 3
    • 41449103553 scopus 로고    scopus 로고
    • Creating mathematical futures through an equitable teaching approach: The case of Railside school
    • Boaler, J. and Staples, M. 2008. Creating mathematical futures through an equitable teaching approach: The case of Railside school. Teachers College Record, 110(3): 608-645.
    • (2008) Teachers College Record , vol.110 , Issue.3 , pp. 608-645
    • Boaler, J.1    Staples, M.2
  • 4
    • 69249162256 scopus 로고    scopus 로고
    • Reconceiving fidelity of implementation: An investigation of elementary whole-number lessons
    • Brown, S. A., Pitvorec, K., Ditto, C. and Kelso, C. R. 2009. Reconceiving fidelity of implementation: An investigation of elementary whole-number lessons. Journal of Research in Mathematics Education, 40(4): 363-395.
    • (2009) Journal of Research in Mathematics Education , vol.40 , Issue.4 , pp. 363-395
    • Brown, S.A.1    Pitvorec, K.2    Ditto, C.3    Kelso, C.R.4
  • 6
    • 84865300502 scopus 로고    scopus 로고
    • Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship
    • Charalambous, C. Y. and Hill, H. C. (2012) Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship. Journal of Curriculum Studies, 44(4), 443-466.
    • (2012) Journal of Curriculum Studies , vol.44 , Issue.4 , pp. 443-466
    • Charalambous, C.Y.1    Hill, H.C.2
  • 7
    • 84865297387 scopus 로고    scopus 로고
    • Two negatives don't always make a positive: Exploring how limitations in teacher knowledge and the curriculum contribute to instructional quality
    • Charalambous, C. Y., Hill, H. C. and Mitchell, R. N. (2012) Two negatives don't always make a positive: Exploring how limitations in teacher knowledge and the curriculum contribute to instructional quality. Journal of Curriculum Studies, 44(4), 489-513.
    • (2012) Journal of Curriculum Studies , vol.44 , Issue.4 , pp. 489-513
    • Charalambous, C.Y.1    Hill, H.C.2    Mitchell, R.N.3
  • 8
    • 61549118212 scopus 로고    scopus 로고
    • Curriculum-context knowledge: Teacher learning from successive enactments of a Standards-based mathematics curriculum
    • Choppin, J. M. 2009. Curriculum-context knowledge: Teacher learning from successive enactments of a Standards-based mathematics curriculum. Curriculum Inquiry, 39(2): 287-320.
    • (2009) Curriculum Inquiry , vol.39 , Issue.2 , pp. 287-320
    • Choppin, J.M.1
  • 10
    • 0001162282 scopus 로고
    • A revolution in one classroom: The case of Mrs. Oublier
    • Cohen, D. K. 1990. A revolution in one classroom: The case of Mrs. Oublier. Educational Evaluation and Policy Analysis, 12(3): 311-329.
    • (1990) Educational Evaluation and Policy Analysis , vol.12 , Issue.3 , pp. 311-329
    • Cohen, D.K.1
  • 12
    • 1542709244 scopus 로고    scopus 로고
    • Curriculum materials as a professional development tool: How a mathematics textbook affected two teachers' learning
    • Collopy, R. 2003. Curriculum materials as a professional development tool: How a mathematics textbook affected two teachers' learning. Elementary School Journal, 103: 287-311.
    • (2003) Elementary School Journal , vol.103 , pp. 287-311
    • Collopy, R.1
  • 13
    • 84993811985 scopus 로고    scopus 로고
    • Designing educative curriculum materials to promote teacher learning
    • Davis, E. A. and Krajcik, J. S. 2005. Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3): 3-14.
    • (2005) Educational Researcher , vol.34 , Issue.3 , pp. 3-14
    • Davis, E.A.1    Krajcik, J.S.2
  • 14
    • 50849110493 scopus 로고    scopus 로고
    • Learning from curriculum materials: Scaffolds of new teachers?
    • Grossman, P. and Thompson, C. 2008. Learning from curriculum materials: Scaffolds of new teachers?. Teaching and Teacher Education, 24: 2014-2026.
    • (2008) Teaching and Teacher Education , vol.24 , pp. 2014-2026
    • Grossman, P.1    Thompson, C.2
  • 15
    • 0009156254 scopus 로고
    • Who is minding the mathematics content? A case study of a fifth-grade teacher
    • Heaton, R. M. 1992. Who is minding the mathematics content? A case study of a fifth-grade teacher. The Elementary School Journal, 93(2): 153-162.
    • (1992) The Elementary School Journal , vol.93 , Issue.2 , pp. 153-162
    • Heaton, R.M.1
  • 16
    • 21944444556 scopus 로고    scopus 로고
    • Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning
    • Henningsen, M. and Stein, M. K. 1997. Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28(5): 524-549.
    • (1997) Journal for Research in Mathematics Education , vol.28 , Issue.5 , pp. 524-549
    • Henningsen, M.1    Stein, M.K.2
  • 17
    • 34248349154 scopus 로고    scopus 로고
    • Teachers' ongoing learning: Evidence from research and practice
    • Hill, H. C. 2007. Teachers' ongoing learning: Evidence from research and practice. The Future of Children, 17: 111-128.
    • (2007) The Future of Children , vol.17 , pp. 111-128
    • Hill, H.C.1
  • 18
    • 84865291174 scopus 로고    scopus 로고
    • Teaching (Un)Connected Mathematics: Two teachers' enactment of the Pizza problem
    • Hill, H. C. and Charalambous, C. Y. (2012) Teaching (Un)Connected Mathematics: Two teachers' enactment of the Pizza problem. Journal of Curriculum Studies, 44(4), 467-487.
    • (2012) Journal of Curriculum Studies , vol.44 , Issue.4 , pp. 467-487
    • Hill, H.C.1    Charalambous, C.Y.2
  • 20
    • 84865299121 scopus 로고    scopus 로고
    • Teacher quality and quality teaching: Examining the relationship of a teacher exam to practice
    • Hill, H. C., Umland, K. and Litke, E. Teacher quality and quality teaching: Examining the relationship of a teacher exam to practice. Paper presented at the Annual Meeting of the American Educational Research Association. Denver, CO.
    • Hill, H.C.1    Umland, K.2    Litke, E.3
  • 21
    • 84865307397 scopus 로고    scopus 로고
    • Available online at:, accessed 10 March 2010
    • Lappan, G. and Phillips, E. (2009) A designer speaks. Educational Designer, 1 (3). Available online at: http://www.educationaldesigner.org/ed/volume1/issue3/article11, accessed 10 March 2010.
    • (2009) A designer speaks. Educational Designer , vol.1 , Issue.3
    • Lappan, G.1    Phillips, E.2
  • 22
    • 84865299124 scopus 로고    scopus 로고
    • Learning from high-quality mathematics teachers for a change
    • Lewis, J. Learning from high-quality mathematics teachers for a change. Paper presented at the Annual Meeting of the American Educational Research Association. Denver, CO.
    • Lewis, J.1
  • 23
    • 84865284198 scopus 로고    scopus 로고
    • Reading between the lines: Teaching linear algebra
    • Lewis, J. and Blunk, M. (2012) Reading between the lines: Teaching linear algebra Journal of Curriculum Studies, 44(4), 515-536.
    • (2012) Journal of Curriculum Studies , vol.44 , Issue.4 , pp. 515-536
    • Lewis, J.1    Blunk, M.2
  • 24
    • 0000759498 scopus 로고
    • Teaching mathematics for understanding: Discussing case studies of four fifth-grade teachers
    • Putnam, R. T., Heaton, R. M., Prawat, R. S. and Remillard, J. 1992. Teaching mathematics for understanding: Discussing case studies of four fifth-grade teachers. The Elementary School Journal, 93(2): 213-228.
    • (1992) The Elementary School Journal , vol.93 , Issue.2 , pp. 213-228
    • Putnam, R.T.1    Heaton, R.M.2    Prawat, R.S.3    Remillard, J.4
  • 25
    • 0000435443 scopus 로고    scopus 로고
    • Can curriculum materials support teacher learning? Two-fourth grade teachers' use of a new mathematics text
    • Remillard, J. T. 2000. Can curriculum materials support teacher learning? Two-fourth grade teachers' use of a new mathematics text. The Elementary School Journal, 100(4): 331-350.
    • (2000) The Elementary School Journal , vol.100 , Issue.4 , pp. 331-350
    • Remillard, J.T.1
  • 26
    • 23244466820 scopus 로고    scopus 로고
    • Examining key concepts in research on teachers' use of mathematics curricula
    • Remillard, J. T. 2005. Examining key concepts in research on teachers' use of mathematics curricula. Review of Educational Research, 75(2): 211-246.
    • (2005) Review of Educational Research , vol.75 , Issue.2 , pp. 211-246
    • Remillard, J.T.1
  • 27
    • 8644241595 scopus 로고    scopus 로고
    • Teachers' orientations toward mathematics curriculum materials: Implications for teacher learning
    • Remillard, J. T. and Bryans, M. B. 2004. Teachers' orientations toward mathematics curriculum materials: Implications for teacher learning. Journal for Research in Mathematics Education, 35(5): 352-388.
    • (2004) Journal for Research in Mathematics Education , vol.35 , Issue.5 , pp. 352-388
    • Remillard, J.T.1    Bryans, M.B.2
  • 28
    • 33749996735 scopus 로고    scopus 로고
    • For whom do we write the curriculum?
    • Schwartz, M. 2006. For whom do we write the curriculum?. Journal of Curriculum Studies, 38(4): 449-457.
    • (2006) Journal of Curriculum Studies , vol.38 , Issue.4 , pp. 449-457
    • Schwartz, M.1
  • 29
    • 75149156954 scopus 로고    scopus 로고
    • Curriculum strategy framework: investigating patterns in teachers' use of a reform-based elementary mathematics curriculum
    • Sherin, M. G. and Drake, C. 2009. Curriculum strategy framework: investigating patterns in teachers' use of a reform-based elementary mathematics curriculum. Journal of Curriculum Studies, 41: 467-500.
    • (2009) Journal of Curriculum Studies , vol.41 , pp. 467-500
    • Sherin, M.G.1    Drake, C.2
  • 30
    • 29444456902 scopus 로고    scopus 로고
    • Moving from rhetoric to praxis: Issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroom
    • Silver, E. A., Ghousseini, H., Gosen, D., Charalambous, C. and Strawhun, B. 2005. Moving from rhetoric to praxis: Issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroom. Journal of Mathematics Behavior, 24: 287-301.
    • (2005) Journal of Mathematics Behavior , vol.24 , pp. 287-301
    • Silver, E.A.1    Ghousseini, H.2    Gosen, D.3    Charalambous, C.4    Strawhun, B.5
  • 31
    • 84865296824 scopus 로고    scopus 로고
    • MKT and curriculum are only part of the story: Insights from a lesson on fractions
    • Sleep, L. and Eskelson, S.L. (2012) MKT and curriculum are only part of the story: Insights from a lesson on fractions. Journal of Curriculum Studies, 44(4), 537-558.
    • (2012) Journal of Curriculum Studies , vol.44 , Issue.4 , pp. 537-558
    • Sleep, L.1    Eskelson, S.L.2
  • 32
    • 0033415816 scopus 로고    scopus 로고
    • Reform and teaching: Exploring patterns of practice in the context of national and state mathematics reforms
    • Spillane, J. P. and Zeuli, J. S. 1999. Reform and teaching: Exploring patterns of practice in the context of national and state mathematics reforms. Educational Evaluation & Policy Analysis, 21: 1-27.
    • (1999) Educational Evaluation & Policy Analysis , vol.21 , pp. 1-27
    • Spillane, J.P.1    Zeuli, J.S.2
  • 33
    • 84908983260 scopus 로고    scopus 로고
    • The role of mathematics curriculum materials in large-scale urban reform: An analysis of demands and opportunities for teacher learning
    • In: Remillard J., Herbel-Eisenmann B., Lloyd G., editors New York, NY: Routledge
    • Stein, M. K. and Kim, G. 2009. "The role of mathematics curriculum materials in large-scale urban reform: An analysis of demands and opportunities for teacher learning". In Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction, Edited by: Remillard, J., Herbel-Eisenmann, B. and Lloyd, G. 37-55. New York, NY: Routledge.
    • (2009) Mathematics Teachers at Work: Connecting Curriculum Materials and Classroom Instruction , pp. 37-55
    • Stein, M.K.1    Kim, G.2
  • 34
    • 0038891692 scopus 로고    scopus 로고
    • Instructional tasks and the development of student capacity to think and reason: An analysis of the relationship between teaching and learning in a reform mathematics project
    • Stein, M. K. and Lane, S. 1996. Instructional tasks and the development of student capacity to think and reason: An analysis of the relationship between teaching and learning in a reform mathematics project. Educational Research and Evaluation, 2(1): 50-80.
    • (1996) Educational Research and Evaluation , vol.2 , Issue.1 , pp. 50-80
    • Stein, M.K.1    Lane, S.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.