A Decade of Middle School Mathematics Curriculum Implementation
Lessons Learned from the Show-Me Project
Will be published approx. on 9. December 2008
Book
Paperback/Softback
316 pages
978-1-60752-012-2 (ISBN)
Description
The purpose of this book is to document the work of the Show-Me Project (1997-2007) and to highlight lessons learned about curriculum implementation. Although the Show-Me Project was charged with promoting the dissemination and implementation of four distinct comprehensive curriculum programs (Connected Mathematics, Mathematics in Context, MathScape, and MathThematics), most of the lessons learned from this work are not curriculum specific. Rather, they cut across the four programs and share commonalities with standards-based curriculum reform at any level. We believe that documenting these lessons learned will be one of the legacies of the Show-Me Project.
We anticipate that the comprehensive nature of this work will attract readers from multiple audiences that include state and district mathematics supervisors, middle grades mathematics teachers and administrators involved in curriculum reform, as well as mathematics teacher educators. Those about to embark on the review of curriculum materials will appreciate reading about the processes employed by other districts. Readers with interests in a particular curriculum program will be able to trace the curriculum-specific chapters to gain insights into how the design of the curricula relate to professional development, adoption and implementation issues, and teachers' personal experience using the curriculum materials. Individuals who provide professional development at the middle grades level will find chapters that they can use for both general and focused discussions. Teachers at all stages of implementation will recognize their own experiences in reading and reflecting on the stories of teacher change. Mathematics educators will find ideas on how these curricula can be used in the preparation of preservice middle grades teachers.
We anticipate that the comprehensive nature of this work will attract readers from multiple audiences that include state and district mathematics supervisors, middle grades mathematics teachers and administrators involved in curriculum reform, as well as mathematics teacher educators. Those about to embark on the review of curriculum materials will appreciate reading about the processes employed by other districts. Readers with interests in a particular curriculum program will be able to trace the curriculum-specific chapters to gain insights into how the design of the curricula relate to professional development, adoption and implementation issues, and teachers' personal experience using the curriculum materials. Individuals who provide professional development at the middle grades level will find chapters that they can use for both general and focused discussions. Teachers at all stages of implementation will recognize their own experiences in reading and reflecting on the stories of teacher change. Mathematics educators will find ideas on how these curricula can be used in the preparation of preservice middle grades teachers.
More details
Series
Language
English
Place of publication
Charlotte
United States
Publishing group
Emerald Publishing Inc
Target group
Professional and scholarly
Dimensions
Height: 234 mm
Width: 156 mm
Thickness: 17 mm
Weight
483 gr
ISBN-13
978-1-60752-012-2 (9781607520122)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Margaret R. Meyer | Cynthia W. Langrall
A Decade of Middle School Mathematics Curriculum Implementation
Lessons Learned from the Show-Me Project
E-Book
12/2008
1st Edition
Information Age Publishing
from
€62.33
Available for download
Persons
Content
Preface.
Part I. Setting The Stage.
Chapter 1. The Road to Reform; Robert Reys.
Chapter 2. The Genesis of the NSF Curriculum Implementation Centers; John S. Bradley.
Chapter 3. The Show-Me Project: A Decade of Support for Standards-Based Curriculum Implementation; Barbara Reys.
Part II. Adoption Case Studies And Implementation Stories.
Chapter 4. Teacher Investment in Curriculum Adoption: The Role of Piloting Materials; Cary Tuckey.
Chapter 5. Consensus Building: A Key Component of Curriculum Adoption; Cheryl Rectanus.
Chapter 6. The Critical Work of a Review Committee in Curriculum Adoption; Leslie E. J. Nielsen.
Chapter 7. Informing a State Adoption Process Through Curriculum Implementation; Murrel Brewer Hoover.
Chapter 8. Curriculum Implementation Through Teacher Collaboration; Chip Sharp.
Chapter 9. Curriculum Implementation: Teachers on a Journey; Carol Den Otter.
Chapter 10. The Role of Teacher Leaders in Curriculum Implementation; Emily R. Fagan and Rhonda K. Weinstein.
Chapter 11. Supporting Curriculum Implementation Through Its Ups and Downs; Linda A. Tetley.
Chapter 12. When Things Go Wrong in Curriculum Implementation; Jane O. Swafford and Cynthia W. Langrall.
Chapter 13. Issues of Implementation: Making Mathematics Accessible to All Learners; Jennifer M. Bay-Williams and Rebecca McGraw.
Part III. Professional Development And Teacher Education.
Chapter 14. An Overview of Professional Development; Elizabeth Phillips, Glenda Lappan, Yvonne Grant, and Fran Arbaugh.
Chapter 15. Key Features of Connected Mathematics for Professional Development; Elizabeth Phillips and Glenda Lappan.
Chapter 16. Key Features of Mathematics in Context for Professional Development; David C. Webb.
Chapter 17. Key Features of MathScape for Professional Development; Fred Gross and Emily R. Fagan.
Chapter 18. Key Features of Middle Grades Mathematics for Professional Development; Rick Billstein and Jim Williamson.
Chapter 19. Teachers' Needs at Different Phases of Curriculum Implementation; Fran Arbaugh.
Chapter 20. Professional Development for Administrators: What They Need to Know to Support Curriculum Adoption and Implementation; Margaret R. Meyer and Fran Arbaugh.
Chapter 21. A Story of Teacher Growth: Increasing Expectations; Jane Peterson Porath.
Chapter 22. A Story of Teacher Growth: Teacher as Learner; Barbara Diliegghio.
Chapter 23. A Story of Teacher Growth: Making a Difference; Kelly Watts.
Chapter 24. A Story of Teacher Growth: From Telling to Facilitating; Fabienne Anderson.
Chapter 25. Research Mathematician and Mathematics Educator: A Foot in Both Worlds; Ira J. Papick.
Chapter 26. Using NSF-Funded Mathematics Curricula to Enhance Teacher Preparation; Jeffrey Frykholm.
Chapter 27. NSF-Funded Mathematics Curricula in the Field: A Preservice Teacher's Opportunity to See Theory in Practice; Ann Bledsoe.
Part IV. What Have We Learned And Where Do We Go From Here?
Chapter 28. Lessons Learned From The Show-Me Project; Barbara Reys.
Chapter 29. Looking into the Future: Curriculum Challenges for the Next Ten Years; Margaret R. Meyer and Cynthia W. Langrall.
Part I. Setting The Stage.
Chapter 1. The Road to Reform; Robert Reys.
Chapter 2. The Genesis of the NSF Curriculum Implementation Centers; John S. Bradley.
Chapter 3. The Show-Me Project: A Decade of Support for Standards-Based Curriculum Implementation; Barbara Reys.
Part II. Adoption Case Studies And Implementation Stories.
Chapter 4. Teacher Investment in Curriculum Adoption: The Role of Piloting Materials; Cary Tuckey.
Chapter 5. Consensus Building: A Key Component of Curriculum Adoption; Cheryl Rectanus.
Chapter 6. The Critical Work of a Review Committee in Curriculum Adoption; Leslie E. J. Nielsen.
Chapter 7. Informing a State Adoption Process Through Curriculum Implementation; Murrel Brewer Hoover.
Chapter 8. Curriculum Implementation Through Teacher Collaboration; Chip Sharp.
Chapter 9. Curriculum Implementation: Teachers on a Journey; Carol Den Otter.
Chapter 10. The Role of Teacher Leaders in Curriculum Implementation; Emily R. Fagan and Rhonda K. Weinstein.
Chapter 11. Supporting Curriculum Implementation Through Its Ups and Downs; Linda A. Tetley.
Chapter 12. When Things Go Wrong in Curriculum Implementation; Jane O. Swafford and Cynthia W. Langrall.
Chapter 13. Issues of Implementation: Making Mathematics Accessible to All Learners; Jennifer M. Bay-Williams and Rebecca McGraw.
Part III. Professional Development And Teacher Education.
Chapter 14. An Overview of Professional Development; Elizabeth Phillips, Glenda Lappan, Yvonne Grant, and Fran Arbaugh.
Chapter 15. Key Features of Connected Mathematics for Professional Development; Elizabeth Phillips and Glenda Lappan.
Chapter 16. Key Features of Mathematics in Context for Professional Development; David C. Webb.
Chapter 17. Key Features of MathScape for Professional Development; Fred Gross and Emily R. Fagan.
Chapter 18. Key Features of Middle Grades Mathematics for Professional Development; Rick Billstein and Jim Williamson.
Chapter 19. Teachers' Needs at Different Phases of Curriculum Implementation; Fran Arbaugh.
Chapter 20. Professional Development for Administrators: What They Need to Know to Support Curriculum Adoption and Implementation; Margaret R. Meyer and Fran Arbaugh.
Chapter 21. A Story of Teacher Growth: Increasing Expectations; Jane Peterson Porath.
Chapter 22. A Story of Teacher Growth: Teacher as Learner; Barbara Diliegghio.
Chapter 23. A Story of Teacher Growth: Making a Difference; Kelly Watts.
Chapter 24. A Story of Teacher Growth: From Telling to Facilitating; Fabienne Anderson.
Chapter 25. Research Mathematician and Mathematics Educator: A Foot in Both Worlds; Ira J. Papick.
Chapter 26. Using NSF-Funded Mathematics Curricula to Enhance Teacher Preparation; Jeffrey Frykholm.
Chapter 27. NSF-Funded Mathematics Curricula in the Field: A Preservice Teacher's Opportunity to See Theory in Practice; Ann Bledsoe.
Part IV. What Have We Learned And Where Do We Go From Here?
Chapter 28. Lessons Learned From The Show-Me Project; Barbara Reys.
Chapter 29. Looking into the Future: Curriculum Challenges for the Next Ten Years; Margaret R. Meyer and Cynthia W. Langrall.