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Comprehensive School Reform Influence On Teacher Practice: Listening In The Classroom, An Examination Of Powerful Learning Labs Within The Accelerated Schools Project, Amy Daggett Petti
Comprehensive School Reform Influence On Teacher Practice: Listening In The Classroom, An Examination Of Powerful Learning Labs Within The Accelerated Schools Project, Amy Daggett Petti
Dissertations and Theses
Focusing on teacher learning, this study follows fifteen teachers in the crux of comprehensive school reform. These "regular" classroom teachers are the ubiquitous players of this theatre of school reform. "Regular" teacher is defined as a typical classroom teacher who is not actively involved in the district's school reform project or one who hasn't taken an active leadership role. The teachers in this study work in the challenging environment of a poor, diverse urban school district that was in its third year of a comprehensive school reform program, the Accelerated Schools Project. Fifteen teachers volunteered to take part in a …
Teaching Mathematical Problem Solving In The Context Of Oregon's Educational Reform, Nicole R. Rigelman
Teaching Mathematical Problem Solving In The Context Of Oregon's Educational Reform, Nicole R. Rigelman
Dissertations and Theses
Implementation of Oregon’s Educational Reform Act (HB 3565 and HB 2991) provides the context for this inquiry as its emphasis on problem solving has impacted mathematics teaching and learning throughout the state. Even though all Oregon teachers are responding to the same policy, their goals in teaching problem solving vary. These goals and these practices are influenced by the way teachers view the role of problem solving in the curriculum. Further, their practice is influenced by their knowledge and beliefs about mathematics content, teaching, learning, and the reform policy. The questions addressed in this study are: (1) What do exemplary …