Professional collaborations in mathematics teaching and learning : seeking success for all
- Jennifer M. Bay-Williams, William R. Speer [editors].
- Reston, VA : National Council of Teachers of Mathematics, c2012.
- Physical description
- xiii, 309 p. : ill ; 24 cm.
- Yearbook (National Council of Teachers of Mathematics) ; 74th.
Education Library (Cubberley)
|371.35 .N277 V.74||Unknown|
- Includes bibliographical references.
- Part I. Frameworks for professional collaborations: which components of collaborations matter the most?
- ch.1. Improving mathematics achievement: the power of professional learning communities / Robert Eaker and Janel Keating
- ch.2. We're a learning community! Now What? / Alan Blankstein
- ch.3. Closing the achievement gap: systematic collaboration for equity in mathematics / George Ashline, Marny Frantz, Kendra Gorton, Sandra Hepp, Stephanie Ratmeyer
- Part II. Students and student learning: how does a focus on student learning impact mathematics teaching and learning?
- ch.4. Centering the teaching of mathematics on urban youth: learning together about our students and their communities / Laurie H. Rubel
- ch.5. An urban partnership rooted in putting principles of a formative assessment system into practice / DeAnn Huinker, Henry Kranendonk, Janis Freckmann
- ch.6. Adapting instruction for Latina/o students: a collaborative experience between teachers and researchers / Jose Maria Menendez, Laura Kondek McLeman, Sandra I. Musanti, Barbara Trujillo, Leslie H. Kahn
- ch.7. The school-based teacher learners-to-leaders project: learning from an authentic problem of practice / Jon Rahn Manon and Janice McCarthy
- Part III. Teachers and teacher learning: what practices engage teachers in ways that support their continued learning?
- ch.8. The importance of collaboration to new teacher development: two central features of an induction fellowship / Rachael Eriksen Brown, Jeanne M. Vissa, Jennifer L. Mossgrove
- ch.9. Building a school-university collaboration: a search for common ground / Margaret S. Smith, Jennifer L. Cartier, Samuel L. Eskelson, Miray Tekkumru-Kisa
- ch.10. Working with, supporting, and empowering mathematics teaching professionals: a model of effective leadership / Michelle Cirillo, Tammie Cass, Darin Dowling, Jean Krusi, Lana Lyddon Hatten, Jeff Marks, Angie Shindelar
- Part IV. Teacher leaders and coaches: how can we develop teachers into leaders within and across schools?
- ch.11. Coaching and elementary mathematics specialists: findings from research / Patricia F. Campbell
- ch.12. Using instructional coaching: customized professional development in an integrated high school mathematics program / Erin Elizabeth Krupa, Jere Confrey
- ch.13. The role of communities of practice in developing teacher leadership / Antonia Cameron, Frances Blanchette, Glenda Francis, Christina Fuentes, Mayra Rivera-Deliz
- Part V. Working with multiple partners: how can professionals from different settings and roles work together to benefit all?
- ch.14. Collaborative problem solving as a basis for a professional learning community: four perspectives on collaboration in the BIFOCAL project / Edward Silver, Valerie Mills, Dana Gosen, Geraldine Devine
- ch.15. Sustaining effective professional development school relationships / Jackie Menser, Adam Harbaugh, Claudia Cox, David K. Pugalee
- ch.16. Teachers learning through collaboration: challenges and impacts of an inter-institutional project / Jacqueline Coomes, Janet Hart Frost, Kristine Lindeblad
- ch.17. Voices of mathematicians and mathematics teacher educators co-teaching prospective secondary teachers / Denisse R. Thompson, Catherine Beneteau, Gladis Kersaint, Sarah K. Bleiler
- Part VI. Going to scale: how can collaborations support large numbers of students, teachers, and schools?
- ch.18. Learning to use student thinking: development and spread of "re-engagement" strategies through lesson study / Catherine Lewis, Rebecca Perry, Shelley Friedkin, Linda Fisher, Jacob Disston, David Foster
- ch.19. Negotiating cultural meanings: a large-scale collaboration among mathematicians, mathematics teacher educators, and teachers / Gladis Kersaint, Sandra Berger
- ch.20. Powerful pedagogical practices program: creating a catalyst for moving to a problem-based curriculum / Jamila Q. Riser
- Part VII. Sustaining professional collaborations: what must be in place to sustain the energy and gains within a professional collaboration?
- ch.21. Establishing and maintaining collaboration: factors related to the sustainability of lesson study / Randall Groth
- ch.22. Building and sustaining professional collaborations: using japanese lesson study to improve the teaching and learning of mathematics / Joan Moss, Richard Messina, Elizabeth Morley, Diane Tepylo.
- Publisher's Summary
- Collaboration with colleagues benefits every workplace, but in education it is even more essential and a critical factor in improving classroom learning and success. NCTM's 2012 yearbook provides an opportunity and an important resource for exploring a wide variety of perspectives on the nature and design of professional collaborations as they relate to mathematics teaching and learning. The book examines effective elements for successful collaborative partnerships, discusses the role of various stakeholders, and explores traditional and non-traditional methods of promoting and influencing teacher partnerships such as coaching and mentoring.
(source: Nielsen Book Data)
- Publication date
- Yearbook / National Council of Teachers of Mathematics ; 74th
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