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## Investigation of Effective Mathematics Teaching and Learning in Australian Schools (2004)

Venue: | Attitudes, Intentions and Participation. (LSAY Research Report No. 41). Camberwell |

Citations: | 4 - 0 self |

### Citations

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Citation Context ...the level of collegiality it supports or engenders.sThe isolated condition of teachers’ work is a barrier to professional learning and productivesforms of professional peer review and accountability (=-=Lortie, 1975-=-).sGoodlad (1984) called its‘autonomous isolation’.sRelated to this is the concept of ‘loose-coupling’ (Weick, 1976).sThis refers to the relative impenetrability of teachers’ work to external attempts... |

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Citation Context ...uence over the quality of teaching in two main ways: (a) when they help tosattract and retain quality people into the profession; and (b) when they energise teachers andsreward their accomplishments (=-=Darling-Hammond, 2000-=-).sSchools differ in their capacity to ensure that all mathematics teachers are well qualified insmathematics and with specific training in the teaching of mathematics.sIngersoll (1996), forsexample, ... |

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Citation Context ...ffective teaching suggests that if it concerns higher order thinkingsthere will be a positive association with effectiveness, however much professionalsdevelopment is seen as ineffective (Ball, 2000; =-=Ball & Cohen, 1999-=-; Little &sMcLaughlin, 1993).s7. Personal experiences: The number of years teaching is probably not associated withsteaching effectiveness (Martin et al., 2000; Wenglinsky, 2000a).sThe following was a... |

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Citation Context ...ol leadership (Hill et al., 1996), although the extent to which itscan affect classroom learning may be limited (Peterson et al., 1996); (b) program coherences(Newman F. et al., 1996); (c) resources (=-=Greenwald et al., 1996-=-); (d) the existence of asprofessional community in the school (Little, 1982; Little & McLaughlin, 1993; Louis, Kruseset al., 1996; Louis, Marks, & Kruse, 1996; McLaughlin & Talbert, 2001); (e) charac... |

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Citation Context ...m learning may be limited (Peterson et al., 1996); (b) program coherences(Newman F. et al., 1996); (c) resources (Greenwald et al., 1996); (d) the existence of asprofessional community in the school (=-=Little, 1982-=-; Little & McLaughlin, 1993; Louis, Kruseset al., 1996; Louis, Marks, & Kruse, 1996; McLaughlin & Talbert, 2001); (e) characteristicssof students and the classroom; and (f) system level factors.s21s3 ... |

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Subject area preparation of secondary mathematics and science teachers and student achievement.
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Citation Context ...itively related to student achievement butsthat there are diminishing returns in student achievement for teachers who studied more thansa threshold level of five undergraduate courses in mathematics (=-=Monk, 1994-=-a, p. 130).sMonks(1994) also found positive effects of mathematics education courses.sCourses insundergraduate mathematics education contributed more to student achievement gains than didsundergraduat... |

165 | The essentials of effective professional development: A new consensus. - Hawley, Valli - 1999 |

146 | The cognitive skill of teaching. - LEINHARDT, GREENO - 1986 |

144 |
Teachers’ knowledge and its impact
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(Show Context)
Citation Context ...f mathematics:s1. Knowledge: teacher knowledge of mathematics and how to teach it is important, butsequally important is how that knowledge is organised and applied by the teacher (Ballset al., 2001; =-=Fennema & Franke, 1992-=-).s2. Beliefs: teacher beliefs about teaching and mathematics appear to be important insshaping practices (Askew et al., 2000; Askew et al., 1997), but teaching practice issnot always consistent with ... |

135 |
Professional communities and the work of high school teaching.
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(Show Context)
Citation Context ...; (c) resources (Greenwald et al., 1996); (d) the existence of asprofessional community in the school (Little, 1982; Little & McLaughlin, 1993; Louis, Kruseset al., 1996; Louis, Marks, & Kruse, 1996; =-=McLaughlin & Talbert, 2001-=-); (e) characteristicssof students and the classroom; and (f) system level factors.s21s3 THEORETICAL FRAMEWORK FOR THE RESEARCHsThis chapter provides a statement of the theory that was used to guide t... |

134 |
Research on teaching mathematics: the unsolved problem of teachers’ mathematical knowledge,”
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- 2001
(Show Context)
Citation Context ...he UnitedsStates has been ineffective.sIndeed, it has been claimed that it was: “intellectually superficial,sdisconnected from deep issues of curriculum and learning, fragmented, and non-cumulative”s(=-=Ball et al., 2001-=-).sLittle and McLaughlin (1993) also argued for a similar view.sThey sawsprofessional development programs as updating teachers’ knowledge rather than as providingsan opportunity for sustained learnin... |

133 |
The relationship of teachers’ conceptions of mathematics.
- Thompson
- 1984
(Show Context)
Citation Context ...Understandings: The quantity and quality of knowledge needed by a mathematicssteacher is widely seen to be important, but what is the optimum amount and qualitysremains contested (Askew et al., 1997; =-=Thompson, 1984-=-).sThe Teacher PreparationsResearch report (Center for the Study of Teaching and Policy & Michigan StatesUniversity (Wilson, 2001)), argues, for example, that much more research needs to besdone befor... |

125 | A longitudinal study of learning to use children’s thinking in mathematics education. - Fennema, Carpenter, et al. - 1996 |

122 | Professional community in restructuring schools
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Citation Context ...ences(Newman F. et al., 1996); (c) resources (Greenwald et al., 1996); (d) the existence of asprofessional community in the school (Little, 1982; Little & McLaughlin, 1993; Louis, Kruseset al., 1996; =-=Louis, Marks, & Kruse, 1996-=-; McLaughlin & Talbert, 2001); (e) characteristicssof students and the classroom; and (f) system level factors.s21s3 THEORETICAL FRAMEWORK FOR THE RESEARCHsThis chapter provides a statement of the the... |

120 |
The scholarship of teaching
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Citation Context ...onship between components of pedagogical preparationsand teacher effectiveness.sDistinction was often drawn between pedagogical ands20scontent knowledge, but the relationship between them is complex (=-=Shulman, 1987-=-),ssuggesting that treating them separately may lead to oversimplification.s4. Practices: What teachers do in classrooms is important, and knowing what practicessare most effective is also important.s... |

113 | In pursuit of the expert pedagogue
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Citation Context ...tory capabilities than novices.s7. Expertise was built up slowly, and with much practice.sOther studies of expert teachers in mathematics flesh out some of the characteristics identifiedsby Berliner (=-=Berliner, 1987-=-).sFor example, Askew et al’s (1997) study of effective teachers ofsnumeracy found that the effective teachers had “coherent beliefs and understandings” and thatsthese “underpinned their teaching of n... |

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85 |
The problem of underqualified teachers in American secondary schools
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Citation Context ...reer structures they provide and the incentives they provide forsprofessional development. As a result, schools differ in their capacity to compete for goodsteachers and the best of recent graduates (=-=Ingersoll, 1999-=-).sNo Australian research was foundswhich examined relationships between these aspects of school capacity and student learningsoutcomes in mathematics.sHowever, recent research identifies a group of i... |

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63 |
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Citation Context ...anied by the hiring of well-qualified teachers (p. 39).s18sSeveral studies confirm that improving teacher quality is the most effective option for policysseeking to improve student learning outcomes (=-=Darling-Hammond & Ball, 1998-=-).sWenglinsky (2002) used NAEP data to examine factors affecting student learning in eighthgrade mathematics.sFactors included student background, teacher quality (measured usingssuch variables as hav... |

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60 |
Inconsistency between a beginning elementary school teacher’s mathematics beliefs and teaching practices.
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Citation Context ... to be consistent with theirsdominant perspectives on mathematics (Andrews & Hatch, 1999).sIn contrast to the findings of the quantitative research described above, qualitative studiess(Cooney, 1985; =-=Raymond, 1997-=-; Thompson, 1984) have been carried out on teachers' actualspractice.sThese show a rather different picture.sThey have identified not only inconsistenciessbetween teachers' conceptions of mathematics ... |

58 | A prototype view of expert teaching. - Sternberg, Horvath - 1995 |

52 |
The teacher's "practical knowledge": Report of a case study
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Citation Context ...ctively.sSome havesargued that a personal knowledge of self is the key requirement (e.g. Lampert,s1984) and others have identified dozens of domains of knowledge that are drawnsupon by teachers (e.g. =-=Elbaz, 1981-=-).sThis is a difficult conceptual problem whensattempting to determine the sources of expertise in teaching.sOur solution wasssimply to stipulate that there are two separate domains of knowledge that ... |

51 |
Teachers' work: Individuals, colleagues, and contexts
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(Show Context)
Citation Context ... be limited (Peterson et al., 1996); (b) program coherences(Newman F. et al., 1996); (c) resources (Greenwald et al., 1996); (d) the existence of asprofessional community in the school (Little, 1982; =-=Little & McLaughlin, 1993-=-; Louis, Kruseset al., 1996; Louis, Marks, & Kruse, 1996; McLaughlin & Talbert, 2001); (e) characteristicssof students and the classroom; and (f) system level factors.s21s3 THEORETICAL FRAMEWORK FOR T... |

49 | The certification system of the National Board for Professional Teaching Standards: A construct validity study. - Bond, Smith, et al. - 2000 |

48 |
A beginning teacher's view of problem solving
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(Show Context)
Citation Context ...of presentation and good sequencing of information.sStudent actions within and their reactions to what occurs in the classroom have also beensidentified as important determinants of teacher practice (=-=Cooney, 1985-=-; Pehkonen, 1997;sRaymond & Leinenbach, 2000; Reid, 1997; Tomazos, 1997).sStudent learning activitiessFrameworks for effective teaching to support students’ conceptual understanding need tosemphasise ... |

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38 |
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Citation Context ...ns of mathematics teachingsand their practices.sTeacher beliefssTeacher belief-systems appear to have important effects on student outcomes (Thompson,s1992).sThe Effective Teachers of Numeracy Study (=-=Askew et al., 1997-=-) examined beliefssabout teaching and mathematics held by teachers.sThis study of effective teachers (identifiedsby a high average gain over one school year in pupils' scores compared with other class... |

37 | Elementary pre-service teachers' changing beliefs and instructional use of mathematical thinking. - Vacc, Bright - 1999 |

31 |
Schoolwide professional community
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(Show Context)
Citation Context ...practice.sThe existence of an active, accountable professional community within and across schools issimportant for effective teacher development and high quality teaching (Little & McLaughlin,s1993; =-=Louis, Kruse, & Marks, 1996-=-).sLouis, Kruse and Marks (1996) identified the keyselements of professional community as: (a) shared norms and values; (b) a collective focus onsstudent learning; (c) collaboration; (d) ‘de-privatise... |

28 |
Subject matter preparation of secondary mathematics and science teachers and student achievement.
- Monk
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(Show Context)
Citation Context ...itively related to student achievement butsthat there are diminishing returns in student achievement for teachers who studied more thansa threshold level of five undergraduate courses in mathematics (=-=Monk, 1994-=-a, p. 130).sMonks(1994) also found positive effects of mathematics education courses.sCourses insundergraduate mathematics education contributed more to student achievement gains than didsundergraduat... |

24 |
On improving thinking through instruction
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Citation Context ...e used to support thesdevelopment of sophisticated mathematical thinking”.sEngagementsStudent engagement, both its depth and extent, has come under scrutiny as a factor affectingsstudent achievement (=-=Nickerson, 1988-=-; Stigler & Perry, 1988).sEngagement is probablysrelated to classroom environment.sGore (2000, p.128), for example, argues that the classroomsenvironment needs to be supportive of learning, and this e... |

23 | Teacher knowledge and teacher effectiveness: A literature review, theoretical analvsis and discussion of research strategy. Paper presented at the meeting of the Northeastern Educational Research Association - Byrne - 1983 |

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Citation Context ...practices also indirectly shape the quality of mathematicssteaching at the school level, but were beyond the scope of this study.sThey are neverthelesssimportant.sFor example, long term studies (e.g. =-=Dolton, Chevalier, & McIntosh, 2001-=-) pointsto three main factors affecting the capacity of the teaching profession to recruit and retainshigh quality mathematics graduates: (a) relative starting salaries; (b) workplace conditions;sand ... |

21 | The organizational context of teaching and learning: Changing theoretical perspectives - Gamoran, Secada, et al. - 2000 |

20 |
Mathematics: A curriculum profile for Australian schools. Calton: Curriculum Corporation
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Citation Context ...edagogical contentsknowledge;s2. Balance and appropriateness with regard to the Year 8 – 10 mathematics curriculumsas defined in Mathematics – a curriculum profile for Australian schools, (Curriculums=-=Corporation, 1994-=-);s3. Realistic classroom situations that set the items in meaningful contexts; ands4. An achievable completion time.sItems measuring Knowledge of Mathematics mainly required teachers to do somesmathe... |

19 |
Cross Cultural Studies of Mathematics Teaching and Learning: Recent Findings and New Directions
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Citation Context ... thesdevelopment of sophisticated mathematical thinking”.sEngagementsStudent engagement, both its depth and extent, has come under scrutiny as a factor affectingsstudent achievement (Nickerson, 1988; =-=Stigler & Perry, 1988-=-).sEngagement is probablysrelated to classroom environment.sGore (2000, p.128), for example, argues that the classroomsenvironment needs to be supportive of learning, and this entails engaging student... |

17 |
Understanding assessing and developing young children’s mathematical thinking: The power of the one-to-one interview for preservice teachers in providing insights into appropriate pedagogical practices
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Citation Context ... or materials, the CGI team provided issuessfor teachers to consider as they planned their teaching programs.sSeveral other Australiansstudies now confirm Kennedy’s (1998) findings (e.g. Bobis, 2001; =-=Clarke, 2001-=-).sWhy is the content of professional development so important?sOne reason is that this kind ofslearning is ‘generative’.sIt enhances teachers’ professional knowledge and understandings(Franke, 2002).... |

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15 | Beyond our differences: a reassembling of what matters in teacher education - Gore - 2001 |

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12 |
Practical Multilevel analysis with MLwiN & Lisrel: An integrated Course (3rd ed
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Citation Context ...ata.sThese levels were the student, the teacher (or class), and the school.sIf a substantialsproportion was distributed at either the class or school level, then multi-level modelling issrecommended (=-=Rowe, 2003-=-).sOnce it was established whether multi-level modelling issrequired, the regression analysis proceeded.sThere is a variety of approaches to the conductsof these analyses, and decisions about which is... |

11 |
Strategies for advancing children’s mathematics understanding
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Citation Context ...ks for effective teaching to support students’ conceptual understanding need tosemphasise the need for tasks that are mathematically challenging and significant (Askew,sBrown, Denvir, & Rhodes, 2000; =-=Fraivillig, 2001-=-).sThe conceptual difficulty of the task andsthe teacher’s use of this difficulty in ‘pressing’ the children to think, according to Kazemis(1998), results in activities where the mathematics drives th... |

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10 |
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Citation Context ...roundsof the students, the socio-economic status of the school catchment area, the proportion ofsIndigenous students, and the geographic location of the school.s(See, for example, Askew etsal., 1997; =-=Hill et al., 1996-=-; Martin et al., 2000.)sClassroom characteristicssIn their review of school effectiveness research, Muijs and Reynolds (2000, p. 276) reportedsthat “classroom climate is … [a] significant [factor]” in... |

9 |
Collaborative action research on the learning and teaching of algebra: A story of one mathematics teacher's development
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Citation Context ...ncing of information.sStudent actions within and their reactions to what occurs in the classroom have also beensidentified as important determinants of teacher practice (Cooney, 1985; Pehkonen, 1997;s=-=Raymond & Leinenbach, 2000-=-; Reid, 1997; Tomazos, 1997).sStudent learning activitiessFrameworks for effective teaching to support students’ conceptual understanding need tosemphasise the need for tasks that are mathematically c... |

8 |
A New Look at Secondary Teachers’ Conceptions of Mathematics and its Teaching. British educational research journal
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Citation Context ... tend to have one view which dominates.sThere also appears to be a generalsagreement that teachers' dominant pedagogical beliefs tend to be consistent with theirsdominant perspectives on mathematics (=-=Andrews & Hatch, 1999-=-).sIn contrast to the findings of the quantitative research described above, qualitative studiess(Cooney, 1985; Raymond, 1997; Thompson, 1984) have been carried out on teachers' actualspractice.sThese... |

8 |
Implications of Research on Pedagogical Expertise and Experience for Mathematics Teaching
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Citation Context ...mportant.sOne approach to examining and assessing thesespractices may be to address the question of what constitutes expertise.sAnother is tosconsider how experts differ from novices (Berliner, 1987; =-=Berliner et al., 1988-=-).sYetsanother may be to use standards developed to rate teachers.s5. Qualifications: the data on the influence of qualifications is contradictory butsWenglinsky (2000a) showed in a methodologically s... |

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Citation Context ... knowledge is organised and applied by the teacher (Ballset al., 2001; Fennema & Franke, 1992).s2. Beliefs: teacher beliefs about teaching and mathematics appear to be important insshaping practices (=-=Askew et al., 2000-=-; Askew et al., 1997), but teaching practice issnot always consistent with beliefs (Cooney, 1985; Raymond, 1997; Thompson,s1992).s3. Understandings: The quantity and quality of knowledge needed by a m... |

6 |
The effect of Count Me In
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Citation Context ...ching methods or materials, the CGI team provided issuessfor teachers to consider as they planned their teaching programs.sSeveral other Australiansstudies now confirm Kennedy’s (1998) findings (e.g. =-=Bobis, 2001-=-; Clarke, 2001).sWhy is the content of professional development so important?sOne reason is that this kind ofslearning is ‘generative’.sIt enhances teachers’ professional knowledge and understandings(... |

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Educational Organisations as Loosely-Coupled Systems
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Citation Context ...ional learning and productivesforms of professional peer review and accountability (Lortie, 1975).sGoodlad (1984) called its‘autonomous isolation’.sRelated to this is the concept of ‘loose-coupling’ (=-=Weick, 1976-=-).sThis refers to the relative impenetrability of teachers’ work to external attempts to define andsshape it.sWeick attributed loose coupling to the weak knowledge base that underpins teachingsand a p... |

4 | Junior Secondary School Practices - Bodin, Capponi - 1996 |

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3 |
Effective teaching of numeracy. Paper presented at the High Expectations - Outstanding Achievement: The Early
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Citation Context ...ducted in England, found that neither mathematicalsqualifications nor initial training were associated with teacher effectiveness.sPreliminarysresults from the Leverhulme Numeracy Research Programme (=-=Brown, 2000-=-) confirm some ofsthe key results of the Effective Teachers of Numeracy Study, including that higher teachersqualifications in mathematics appear to have no impact on a teacher’s effectiveness.sProfes... |

3 |
Designing professional development to support generative growth in teachers with different knowledge, skills and identities. Paper presented at the annual meeting of the American Educational Research Association
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Citation Context ...; Clarke, 2001).sWhy is the content of professional development so important?sOne reason is that this kind ofslearning is ‘generative’.sIt enhances teachers’ professional knowledge and understandings(=-=Franke, 2002-=-).sA number of studies have shown that professional development for teachers in the UnitedsStates has been ineffective.sIndeed, it has been claimed that it was: “intellectually superficial,sdisconnect... |

3 | Competency framework for teachers - Martin - 2001 |

3 | Teachers’ conceptions of mathematics and students’ achievement: A cross-cultural study based on results from TIMSS - Philippou, Christou - 1999 |

3 | Are the effects of teacher education “washed out” by school experience? Journal of Teacher Education, 32(3), 7-11. Peter Smagorinsky is professor of English education at The University of Georgia. He has been the recipient of the Raymond B. Cattell Early - Zeichner, M, et al. - 1981 |

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Citation Context ...1, and a score of 3 or 4 was recoded tos2, where 1 was labelled ‘Low’ and 2 was labelled ‘High’.sThese data were then combined inscross tabulations and Fisher’s Exact test applied (as n >8 and < 50) (=-=Langley, 1971-=-, p. 292) tostest for evidence of association.sFisher’s Exactstest is used when the sample size is less than 50 cases.sAs it is used here, itsprovides an estimate of the probability of the observed fr... |

2 | Expertise in teaching - Minstrell - 1999 |

2 |
Learning form school restructuring
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(Show Context)
Citation Context ... in the review as likely to be associated with effectivesmathematics teaching: (a) school leadership (Hill et al., 1996), although the extent to which itscan affect classroom learning may be limited (=-=Peterson et al., 1996-=-); (b) program coherences(Newman F. et al., 1996); (c) resources (Greenwald et al., 1996); (d) the existence of asprofessional community in the school (Little, 1982; Little & McLaughlin, 1993; Louis, ... |

2 |
Putting it together: What do the NBPTS data tell us about teaching and assessing mathematics for understanding in the middle grades? New Orleans: Paper presented at the annual meeting of the American Educational Research Association
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(Show Context)
Citation Context ...rder to reflect on theirspractice and continually renew and reconstruct their goals and strategies.sSeveral major studies have confirmed the validity of the NBPTS (Bond, Smith, Baker, &sHattie, 2000; =-=Silver, Mesa, Benken, & Mairs, 2002-=-).sAccording to Bond et al. (Bond, Jaeger,sSmith, & Hattie, 2001), teachers who were certified by the NBPTS significantly outperformedspeers who had sought but not achieved certification on 11 of 13 k... |

1 |
Progressive Achievement Tests in Mathematics. Camberwell
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(Show Context)
Citation Context ....sThere was only one wave of data collection for thesteachers and school principal.sInformation about mathematics achievement was collected using the recently revisedsPATMaths test – Forms 2B and 3B (=-=ACER, 1998-=-).sIt was used to obtain measures of growthsin mathematics achievement.sStudent responses to mathematics teaching were gathered usingsa questionnaire developed as part of the Victorian Quality Schools... |

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1 |
Teachers' conceptions of mathematics teaching. Paper presented at the Current
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(Show Context)
Citation Context ...n and good sequencing of information.sStudent actions within and their reactions to what occurs in the classroom have also beensidentified as important determinants of teacher practice (Cooney, 1985; =-=Pehkonen, 1997-=-;sRaymond & Leinenbach, 2000; Reid, 1997; Tomazos, 1997).sStudent learning activitiessFrameworks for effective teaching to support students’ conceptual understanding need tosemphasise the need for tas... |

1 |
Constraints and opportunities in teaching proving. Paper presented at the 21st Annual meeting
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Citation Context ...t actions within and their reactions to what occurs in the classroom have also beensidentified as important determinants of teacher practice (Cooney, 1985; Pehkonen, 1997;sRaymond & Leinenbach, 2000; =-=Reid, 1997-=-; Tomazos, 1997).sStudent learning activitiessFrameworks for effective teaching to support students’ conceptual understanding need tosemphasise the need for tasks that are mathematically challenging a... |

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1 |
Investigating change in a primary mathematics classroom: valuing the students' perspective. Paper presented at the 21st Annual meeting
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Citation Context ...thin and their reactions to what occurs in the classroom have also beensidentified as important determinants of teacher practice (Cooney, 1985; Pehkonen, 1997;sRaymond & Leinenbach, 2000; Reid, 1997; =-=Tomazos, 1997-=-).sStudent learning activitiessFrameworks for effective teaching to support students’ conceptual understanding need tosemphasise the need for tasks that are mathematically challenging and significant ... |

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1 | Teaching the Teachers - Wenglinsky |