Transforming teaching in math and science : how schools and districts can support change

By Adam Gamoran. 2003

157 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2c604897ab6706743dd38ece3a3f889e5b5344a9

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Citations in the corpus

Examining Relations between Mathematics Teachers’ Instructional Vision and Knowledge and Change in Practice (2017, background): “In recent years, a number of strands of research have attempted to investigate changes in teaching practice shaped by teachers’ beliefs (Philipp 2007); organizational change (Gamoran et al. 2003); and, to a lesser but increasing extent, cultural and racial competence (Milner 2003).”
Participants' Roles in the Context of a Video Club (2009, background): “In particular, teachers need time to learn content and pedagogical practices, and they need access to and support from human and social resources to support and facilitate their learning (Cochran-Smith & Lytle, 1999; Gamoran et al., 2003; Hawley & Valli, 1999).”
Effects of Organic Management on Student Achievement (2006, background): “Moreover, almost all recent research on the effects of organic management on school effectiveness has been conducted in American high schools (cf. Bryk & Driscoll, 1988; Gamoran et al., 2003; Marks & Louis, 1997; Newmann, 1996; Rowan, Chiang, & Miller, 1997; Rowan, Raudenbush, & Cheong, 1993; Rowan,”
Coaching for Coherence: How Instructional Coaches Lead Change in the Evaluation Era (2017, background): “Not only do teachers need to learn new content to respond substantively to these reforms, they need to learn new ways of teaching, often far from their training and current practice (Ball & Cohen, 1999; Gamoran et al., 2003; Kazemi, Franke, & Lampert, 2009).”
Professional Development in the Accountability Context: Building Capacity to Achieve Standards (2010, background): “However, these initiatives can leave teachers feeling pushed and pulled in different directions (Quiroz & Secada, 2003).”
Negotiating Identities for Mathematics Teaching in the Context of Professional Development (2011, background): “Third, the school and district settings in which teachers work have to be considered in instructional improvement efforts if teachers’ attempts to improve their practices are to be supported effectively (Cobb et al., 2003; Franke et al., 2001; Gamoran et al., 2003).”
Principal–Teacher Interactions (2012, background): “In these new classrooms, teachers and teacher leaders are positioned to enforce normative standards among colleagues (Bryk et al., 2010; Gamoran et al., 2003).”
A Culture of Collaborative Inquiry: Learning to Develop and Support Professional Learning Communities (2008, background): “Details of how PLCs can support teacher growth are abundant in the literature (Eaker, Dufour & Dufour, 2002; Gamoran et al., 2003; Hord, 1997; King & Newmann, 2000; Putnam & Borko, 2000), but because the focus of this paper is on the development of the professional development team’s PLC, details of”
Evaluation of the Effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI) (2012, unknown): “The foundation for the second mechanism is research on effective practices and programs that help reform teaching practices in the classroom (Gamoran et al. 2003; Glennan and Resnick 2004; Loucks-Horsley, Stiles, and Hewson 1996; Lord and Miller 2000).”
How Different Video Club Designs Support Teachers in “Learning to Notice” (2006, background): “Prior research has shown that a variety of contextual and organizational features of teachers’ professional development can influence the effectiveness of such programs (Gamoran et al., 2003).”