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Teacher learning, curriculum change,...

McGlamery, Sheryl Lynne.

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Teacher learning, curriculum change, and the culture of mathematics classrooms.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher learning, curriculum change, and the culture of mathematics classrooms./
作者:	McGlamery, Sheryl Lynne.
面頁冊數:	160 p.
附註:	Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2498.
Contained By:	Dissertation Abstracts International54-07A.
標題:	Education, Mathematics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9332309

Teacher learning, curriculum change, and the culture of mathematics classrooms.
McGlamery, Sheryl Lynne.

Teacher learning, curriculum change, and the culture of mathematics classrooms. - 160 p.

Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2498.

Thesis (Ph.D.)--The Florida State University, 1993.

This interpretive study of teacher learning and curriculum change investigated the constructs teachers found useful as they initiated and carried out changes in their beliefs and in the mathematics curricula used in their upper level mathematics courses. Also, the study focused on the constructs of the school culture as perceived by the teachers, and how these constructs influenced mathematics instruction. The study settings were two high school mathematics classes, located in an urban area, servicing a population of predominately African American students.Subjects--Topical Terms:

1017588
Education, Mathematics.

Teacher learning, curriculum change, and the culture of mathematics classrooms.
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100 1 $a McGlamery, Sheryl Lynne. $3 1929225
245 1 0 $a Teacher learning, curriculum change, and the culture of mathematics classrooms.
300 $a 160 p.
500 $a Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2498.
500 $a Major Professor: Kenneth Tobin.
502 $a Thesis (Ph.D.)--The Florida State University, 1993.
520 $a This interpretive study of teacher learning and curriculum change investigated the constructs teachers found useful as they initiated and carried out changes in their beliefs and in the mathematics curricula used in their upper level mathematics courses. Also, the study focused on the constructs of the school culture as perceived by the teachers, and how these constructs influenced mathematics instruction. The study settings were two high school mathematics classes, located in an urban area, servicing a population of predominately African American students.
520 $a The findings of the study may be summarized as follows: (1) the teachers found metaphors for their roles very useful constructs when reflecting on teaching and learning; (2) the teachers were profoundly influenced by the cultural myths of their school; (3) the myths of the culture often acted as referents for teacher action and curricular decisions; (4) the reframing and reflecting process was the foundation of personal learning and curricular change; and (5) the lack of administrative support and collegiality among the faculty constrained the reform efforts of the teachers.
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650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Secondary. $3 539262
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710 2 0 $a The Florida State University. $3 1017727
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791 $a Ph.D.
792 $a 1993
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9332309