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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.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher learning, curriculum change, and the culture of mathematics classrooms./
Author:	McGlamery, Sheryl Lynne.
Description:	160 p.
Notes:	Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2498.
Contained By:	Dissertation Abstracts International54-07A.
Subject:	Education, Mathematics. -
Online resource:	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.
LDR:02053nmm 2200289 4500 001 1840909
005 20050822121234.5
008 130614s1993 eng d
035 $a (UnM)AAI9332309
035 $a AAI9332309
040 $a UnM $c UnM
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.
590 $a School code: 0071.
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Sociology of. $3 626654
690 $a 0280
690 $a 0533
690 $a 0340
710 2 0 $a The Florida State University. $3 1017727
773 0 $t Dissertation Abstracts International $g 54-07A.
790 1 0 $a Tobin, Kenneth, $e advisor
790 $a 0071
791 $a Ph.D.
792 $a 1993
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9332309