The Impact of Sustained, Standards-Based Professional Learning on Second and Third Grade Teachers’ Content and Pedagogical Knowledge in Integrated Mathematics-Reference-Cited by-同舟云学术

The Impact of Sustained, Standards-Based Professional Learning on Second and Third Grade Teachers’ Content and Pedagogical Knowledge in Integrated Mathematics

Published:2010-04-13 Issue:2 Volume:38 Page:123-132
ISSN:1082-3301
Container-title:Early Childhood Education Journal
language:en
Short-container-title:Early Childhood Educ J

Author:

Bailey Lora B.

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Education

Link

http://link.springer.com/content/pdf/10.1007/s10643-010-0389-x.pdf

Reference19 articles.

1. Allexsaht-Snider, M., & Hart, L. E. (2001). Mathematics for all: How do we get there? Theory Into Practice, 40(2), 93–101.

2. Apple, M. W. (1992). Do the standards go far enough? Power, policy, and practice in mathematics education. Journal for Research in Mathematics Education, 23, 412–431.

3. Bailey, L. B. (2006). Interactive homework: a tool for fostering parent-child interactions and improving learning outcomes for at-risk young children. Early Childhood Education Journal, 34(2), 155–167.

4. Bailey, L. B., Silvern, S. B., Brabham, E., & Ross, M. (2004). The effects of interactive reading home work and parent involvement on children’s inference responses. Early Childhood Education Journal, 32(3), 173–178.

5. Charlesworth, R., & Lind, K. K. (2007). Math and science for young children (5th ed.). New York: Thompson/Delmar Learning.

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