Appendix (continued)

Gordon, A., and Tyson, P. (1995). Assessing the impact of Math Case Methods on teacher practice. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Green, J., and Meyer, L. (1991). The embeddedness of reading in classroom life: Reading as a situated process. In A. Luke, & C. Baker, (Eds.), Towards a critical sociology or reading pedagogy (pp. 141-160). Philadelphia: John Benjamins.

Greer, B. (1992). Multiplication and division as models of situations. In D. Grouws, (Ed.), Handbook of research on mathematics teaching and learning (pp. 276-295). New York: Macmillan.

Harste, J., and Short, K. (with Burke, C.). (1988). Creating classrooms for authors. Portsmouth, NH: Heinemann.

Harvard Mathematics Case Development Project. (in press). Cases in secondary mathematics classrooms. New York: Teachers College Press.

Holly, P. (1991). Action research: The missing link in the creation of schools as centers of inquiry. In A. Lieberman, & L. Miller, (Eds.), Staff development for education in the 90’s: New demands, new realities, new perspectives (pp. 133-157). New York: Teachers College Press.

Killion, J. (1999). What works in the middle: Results-based staff devel-opment. National Staff Development Council.

Koehler, M., and Grouws, D.A. (1992). Mathematics teaching practices and their effects. In Douglas A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 115-126). New York: Macmillan Publishing Co.

Lesh, R., and Lamon, S.J. (Eds.). (1992). Assessment of authentic performance in school mathematics. Washington, DC: American Association for the Advancement of Science.

Loucks-Horsley, S. (1997). Teacher change, staff development, and systemic change: Reflections in the eye of a paradigm shift. In S. N. Friel & G. W. Bright (Eds.), Reflecting on our work: NSF teacher enhancement in K-6 mathematics (pp. 133-150). New York: University Press of America.

Loucks-Horsley, S., Harding, C.K., Arbuckle, M.A., Murray, L.B., Dubea, C., and Williams, M.K. (1987). Continuing to learn: A guidebook for teacher development. Oxford, OH: National Staff Development Council.

Loucks-Horsley, S., Hewson, P. W., Love, N., and Stiles, K.E. (1998). Designing professional development for teachers of science and mathematics. Thousands Oaks, CA: Corwin.

McLeod, D.B. (1992). Research on affect in mathematics education: A reconceptualization. In Douglas A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 575-596). New York: Macmillan Publishing Co.

Miller, B., and Kantrov, I. (1998). Casebook on school reform. Portsmouth, NH: Heinemann.

National Council of Teachers of Mathematics (NCTM). (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.

National Council of Teachers of Mathematics (NCTM). (1991). Professional standards for teaching mathematics. Reston, VA: National Council of Teachers of Mathematics.

National Council of Teachers of Mathematics (NCTM). (1995). Assessment standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.

National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.

National Research Council (NRC). (1989). Everybody counts: A report to the nation on the future of mathematics education. Washington, DC: National Academic Press.

National Science Foundation (NSF). (1986). Women and minorities in science and engineering. (NSF 86-301). Washington, DC: National Science Foundation.

Oakes, J. (1990). Opportunities, achievement and choice: Women and minority students in science and mathematics. In C.B. Cazden (Ed.), Review of research in education (Vol. 16, pp.153-222). Washington, DC: American Educational Research Association.

Pearson, P.D., and Fielding, L. (1991). Comprehension instruction. In B. Barr, M. Kamil, P. Mosenthal, & P.D. Oearson, (Eds.), Handbook of reading research (Vol. 2, pp. 815-860). White Plains, NY: Longman.

Rhine, S. (1998). The role of research and teachers’ knowledge base in professional development. Educational Researcher, June-July, 27-31.

Richardson, V. (1990). Significant and worthwhile change in teaching practice. Educational Researcher, 19, 10-18.

Rojano, T. (1996). Developing algebraic aspects of problem solving within a spreadsheet environment. In N. Bednardz, C. Kieran, & L. Lee, (Eds.), Approaches to algebra: Perspectives for teaching and learning. Boston: Kluwer.

Rosenblatt, L. (1994). The transactional theory of reading and writing. In R. Ruddell, M. Ruddell, & H. Singer, (Eds.), Theoretical models and processes of reading (4th ed., pp. 1057-1092). Newark, DE: International Reading Association.

Russell, S.J. (1997). The role of curriculum in teacher development. In S.N. Friel, & G.W. Bright, (Eds.). Reflecting on our work: NSF teacher enhancement in K-6 mathematics (pp. 247-254). New York: University Press of America.

Sagor, R. (1992). How to conduct collaborative action research. Alexandria, VA: Association for Supervision and Curriculum Development.

Schifter, D., Bastable, V., and Russell, S.J. (1997). Attention to mathematical thinking: Teaching to the big ideas. In S.N. Friel, & G.W. Bright, (Eds.). Reflecting on our work: NSF teacher enhancement in K-6 mathematics (pp. 255-261). New York: University Press of America.

Schifter, D., Bastable, V., and Russell, S.J. (1999). Developing mathematical ideas (casebooks + facilitator’s guides + videos) Parsippany, NY: Dale Seymour.

Schifter, D., and Fosnot, C.T. (1993). Reconstructing mathematics education. New York: Teachers College Press.

Schon, D.A. (1983). The reflective practitioner. New York: Basic Books.

Schon, D.A. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.

Secada, W.G. (1992). Race, ethnicity, social class, language and achievement in mathematics. In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 623-660). New York: Macmillan Publishing Co.

Secada, W.G., Fennema, E., and Adajian, L.B. (Eds.). (1995). New directions for equity in mathematics education. Cambridge, UK: Cambridge University Press.

Shulman, J.H. (Ed.). (1992). Case methods in teacher education. New York: Teachers College Press.

Shulman, L.S., and Grossman, P.L. (1988). Knowledge growth in teaching: A final report to the Spencer Foundation. Stanford, CA: Stanford University.

Siegel, M., Borasi, R., and Fonzi, J. (1998). Supporting students’ mathematical inquiries through reading. Journal for Research in Mathematics Education (USA), 30(4), 378-413.

Silver, E.A., Smith, M.S., and Nelson, B.S. (1998). The QUASAR Project: Equity concerns meet mathematics education reform in the middle school. In W.G. Secada, E. Fennema, & L.B. Adajian, (Eds.), New directions for equity in mathematics education (pp. 9-56). Cambridge, UK: Cambridge Universitity Press.

Simon, M. (1994). Learning mathematics and learning to teach: Learning cycles in mathematics teacher education. Educational Studies in Mathematics, 26.

Simon, M., and Schifter, D. (1991). Towards a constructivist perspective: An intervention study of mathematics teacher development. Educational Studies in Mathematics, 22.

Sowder, J.T., Philipp, R.A., Armstrong, B.E., and Schappelle, B.P. (1998). Middle-grade teachers’ mathematical knowledge and its relationship to instruction: A research monograph. Albany, NY: State University of New York Press.

Steen, L. (1990). On the shoulders of giants: New Approaches to Numeracy. Washington, DC: National Academy Press.

Stein, M.K., Smith, M.S., Henningsen, M.A., and Silver, E.A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York: Teachers College Press.

Thompson, A. (1992). Teachers’ beliefs and conceptions: A synthesis of research. In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146). New York: Macmillan Publishing Co.

Thornton, C., and Langrall, C. (1997). Mathematics instruction for elementary students with learning disabilities. The Journal of Learning Disabilities, 30(2), 142-150.

Tyson, P., Barnett, C., and Gordon, A. (1995). From teacher to students and back again: Evaluating math case teacher professional development based on student thinking and interactions. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

U.S. Department of Education’s Mathematics and Science Education Expert Panel. (1999). Exemplary promising mathematics programs. Available on the World Wide Web at http://www.enc.org.

Webb, N.L., and Coxford, A.F. (Eds.). Assessment in the mathematics classroom: 1993 Yearbook. Reston, VA: National Council of Teachers of Mathematics.

Weissglass, J. (1993). The social and psychological dimensions of educational change. Santa Barbara, CA: University of California, Center for Educational Change in Mathematics and Science.

Weissglass, J. (1996). Transforming schools into caring learning communities: the social and psychological dimensions of educational change. Journal for a Just and Caring Education, 2(2), 157-189.

Wickett, M. (1997). Uncovering bias in the classroom: A personal journey. In J. Trentacosta, & M.J. Kenney, (Eds.), Multicultural and gender equity in the mathematics classroom: NCTM 1997 Yearbook (pp. 102-106). Reston, VA: National Council of Teachers of Mathematics.

Wilson, S.M., and Berne, J. (1999). Teacher learning and acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education. 24, 173-209.




	References continued Gordon, A., and Tyson, P. (1995). Assessing the impact of Math Case Methods on teacher practice. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. Green, J., and Meyer, L. (1991). The embeddedness of reading in classroom life: Reading as a situated process. In A. Luke, & C. Baker, (Eds.), Towards a critical sociology or reading pedagogy (pp. 141-160). Philadelphia: John Benjamins. Greer, B. (1992). Multiplication and division as models of situations. In D. Grouws, (Ed.), Handbook of research on mathematics teaching and learning (pp. 276-295). New York: Macmillan. Harste, J., and Short, K. (with Burke, C.). (1988). Creating classrooms for authors. Portsmouth, NH: Heinemann. Harvard Mathematics Case Development Project. (in press). Cases in secondary mathematics classrooms. New York: Teachers College Press. Holly, P. (1991). Action research: The missing link in the creation of schools as centers of inquiry. In A. Lieberman, & L. Miller, (Eds.), Staff development for education in the 90’s: New demands, new realities, new perspectives (pp. 133-157). New York: Teachers College Press. Killion, J. (1999). What works in the middle: Results-based staff devel-opment. National Staff Development Council. Koehler, M., and Grouws, D.A. (1992). Mathematics teaching practices and their effects. In Douglas A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 115-126). New York: Macmillan Publishing Co. Lesh, R., and Lamon, S.J. (Eds.). (1992). Assessment of authentic performance in school mathematics. Washington, DC: American Association for the Advancement of Science. Loucks-Horsley, S. (1997). Teacher change, staff development, and systemic change: Reflections in the eye of a paradigm shift. In S. N. Friel & G. W. Bright (Eds.), Reflecting on our work: NSF teacher enhancement in K-6 mathematics (pp. 133-150). New York: University Press of America. Loucks-Horsley, S., Harding, C.K., Arbuckle, M.A., Murray, L.B., Dubea, C., and Williams, M.K. (1987). Continuing to learn: A guidebook for teacher development. Oxford, OH: National Staff Development Council. Loucks-Horsley, S., Hewson, P. W., Love, N., and Stiles, K.E. (1998). Designing professional development for teachers of science and mathematics. Thousands Oaks, CA: Corwin. McLeod, D.B. (1992). Research on affect in mathematics education: A reconceptualization. In Douglas A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 575-596). New York: Macmillan Publishing Co. Miller, B., and Kantrov, I. (1998). Casebook on school reform. Portsmouth, NH: Heinemann. National Council of Teachers of Mathematics (NCTM). (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics. National Council of Teachers of Mathematics (NCTM). (1991). Professional standards for teaching mathematics. Reston, VA: National Council of Teachers of Mathematics. National Council of Teachers of Mathematics (NCTM). (1995). Assessment standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics. National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics. National Research Council (NRC). (1989). Everybody counts: A report to the nation on the future of mathematics education. Washington, DC: National Academic Press. National Science Foundation (NSF). (1986). Women and minorities in science and engineering. (NSF 86-301). Washington, DC: National Science Foundation. Oakes, J. (1990). Opportunities, achievement and choice: Women and minority students in science and mathematics. In C.B. Cazden (Ed.), Review of research in education (Vol. 16, pp.153-222). Washington, DC: American Educational Research Association. Pearson, P.D., and Fielding, L. (1991). Comprehension instruction. In B. Barr, M. Kamil, P. Mosenthal, & P.D. Oearson, (Eds.), Handbook of reading research (Vol. 2, pp. 815-860). White Plains, NY: Longman. Rhine, S. (1998). The role of research and teachers’ knowledge base in professional development. Educational Researcher, June-July, 27-31. Richardson, V. (1990). Significant and worthwhile change in teaching practice. Educational Researcher, 19, 10-18. Rojano, T. (1996). Developing algebraic aspects of problem solving within a spreadsheet environment. In N. Bednardz, C. Kieran, & L. Lee, (Eds.), Approaches to algebra: Perspectives for teaching and learning. Boston: Kluwer. Rosenblatt, L. (1994). The transactional theory of reading and writing. In R. Ruddell, M. Ruddell, & H. Singer, (Eds.), Theoretical models and processes of reading (4th ed., pp. 1057-1092). Newark, DE: International Reading Association. Russell, S.J. (1997). The role of curriculum in teacher development. In S.N. Friel, & G.W. Bright, (Eds.). Reflecting on our work: NSF teacher enhancement in K-6 mathematics (pp. 247-254). New York: University Press of America. Sagor, R. (1992). How to conduct collaborative action research. Alexandria, VA: Association for Supervision and Curriculum Development. Schifter, D., Bastable, V., and Russell, S.J. (1997). Attention to mathematical thinking: Teaching to the big ideas. In S.N. Friel, & G.W. Bright, (Eds.). Reflecting on our work: NSF teacher enhancement in K-6 mathematics (pp. 255-261). New York: University Press of America. Schifter, D., Bastable, V., and Russell, S.J. (1999). Developing mathematical ideas (casebooks + facilitator’s guides + videos) Parsippany, NY: Dale Seymour. Schifter, D., and Fosnot, C.T. (1993). Reconstructing mathematics education. New York: Teachers College Press. Schon, D.A. (1983). The reflective practitioner. New York: Basic Books. Schon, D.A. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass. Secada, W.G. (1992). Race, ethnicity, social class, language and achievement in mathematics. In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 623-660). New York: Macmillan Publishing Co. Secada, W.G., Fennema, E., and Adajian, L.B. (Eds.). (1995). New directions for equity in mathematics education. Cambridge, UK: Cambridge University Press. Shulman, J.H. (Ed.). (1992). Case methods in teacher education. New York: Teachers College Press. Shulman, L.S., and Grossman, P.L. (1988). Knowledge growth in teaching: A final report to the Spencer Foundation. Stanford, CA: Stanford University. Siegel, M., Borasi, R., and Fonzi, J. (1998). Supporting students’ mathematical inquiries through reading. Journal for Research in Mathematics Education (USA), 30(4), 378-413. Silver, E.A., Smith, M.S., and Nelson, B.S. (1998). The QUASAR Project: Equity concerns meet mathematics education reform in the middle school. In W.G. Secada, E. Fennema, & L.B. Adajian, (Eds.), New directions for equity in mathematics education (pp. 9-56). Cambridge, UK: Cambridge Universitity Press. Simon, M. (1994). Learning mathematics and learning to teach: Learning cycles in mathematics teacher education. Educational Studies in Mathematics, 26. Simon, M., and Schifter, D. (1991). Towards a constructivist perspective: An intervention study of mathematics teacher development. Educational Studies in Mathematics, 22. Sowder, J.T., Philipp, R.A., Armstrong, B.E., and Schappelle, B.P. (1998). Middle-grade teachers’ mathematical knowledge and its relationship to instruction: A research monograph. Albany, NY: State University of New York Press. Steen, L. (1990). On the shoulders of giants: New Approaches to Numeracy. Washington, DC: National Academy Press. Stein, M.K., Smith, M.S., Henningsen, M.A., and Silver, E.A. (2000). Implementing standards-based mathematics instruction: A casebook for professional development. New York: Teachers College Press. Thompson, A. (1992). Teachers’ beliefs and conceptions: A synthesis of research. In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 127-146). New York: Macmillan Publishing Co. Thornton, C., and Langrall, C. (1997). Mathematics instruction for elementary students with learning disabilities. The Journal of Learning Disabilities, 30(2), 142-150. Tyson, P., Barnett, C., and Gordon, A. (1995). From teacher to students and back again: Evaluating math case teacher professional development based on student thinking and interactions. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. U.S. Department of Education’s Mathematics and Science Education Expert Panel. (1999). Exemplary promising mathematics programs. Available on the World Wide Web at http://www.enc.org. Webb, N.L., and Coxford, A.F. (Eds.). Assessment in the mathematics classroom: 1993 Yearbook. Reston, VA: National Council of Teachers of Mathematics. Weissglass, J. (1993). The social and psychological dimensions of educational change. Santa Barbara, CA: University of California, Center for Educational Change in Mathematics and Science. Weissglass, J. (1996). Transforming schools into caring learning communities: the social and psychological dimensions of educational change. Journal for a Just and Caring Education, 2(2), 157-189. Wickett, M. (1997). Uncovering bias in the classroom: A personal journey. In J. Trentacosta, & M.J. Kenney, (Eds.), Multicultural and gender equity in the mathematics classroom: NCTM 1997 Yearbook (pp. 102-106). Reston, VA: National Council of Teachers of Mathematics. Wilson, S.M., and Berne, J. (1999). Teacher learning and acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education. 24, 173-209.