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Download full textMitton Kukner, Jennifer; Murray Orr, Anne – Australian Journal of Teacher Education, 2015
The focus of this qualitative multi-year case study is on preservice teachers' experiences related to the development of their literacy practices in teaching high school science, math, social studies and other content area courses during their final field placement in a teacher education program. Results indicate tangible indicators of overall…
Descriptors: Preservice Teachers, Pedagogical Content Knowledge, Teaching Methods, Qualitative Research
O'Kelley, Sharon K. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2012
Although much research has been done citing the benefits of using writing in mathematics lessons, little has been done that examines teachers' responses to writing about mathematics and how those responses may shape teacher attitudes about using writing in the classroom. In this study, I examined the experiences of six teachers as they explored…
Descriptors: Mathematics Instruction, Mathematics Teachers, Content Area Writing, Graduate Students
Duffy, Mark; Park, Elizabeth – Research for Action, 2012
To support the implementation of the Common Core State Standards (CCSS), the Bill and Melinda Gates Foundation invested in the development and dissemination of two tools aimed at operationalizing classroom instruction based on the standards: (1) the Literacy Design Collaborative (LDC)'s Framework; and (2) the Math Design Collaborative (MDC)'s…
Descriptors: State Standards, Core Curriculum, Curriculum Implementation, Literacy
Levin, Stephanie; Duffy, Mark; Dever, Kelly – Research for Action, 2012
Math experts developed Formative Assessment Lessons that teachers can incorporate throughout the year's curriculum. Both tools target the "instructional core." A study by Research for Action (RFA) examining the first year of piloting the Literacy Design Collaborative (LDC) and Math Design Collaborative (MDC) tools (2010-11) found…
Descriptors: Guidelines, Comparative Analysis, Leadership, Educational Change
