Changing Students, Changing Teaching.

By S. Stodolsky, Pam Grossman. 2000

101 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/646edbce217f1b50789020f541e492ed5878bd81

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Citations in the corpus

Focusing New Teachers on Individual and Low Performing Students: The Centrality of Formative Assessment in the Mentor's Repertoire of Practice (2003, background): “…instructional strategies pertinent to a subject area may in fact be a key in teachers’ learning to teach to diverse students (Darling-Hammond, 1995; Stodolsky & Grossman, 2000).1 Current social and educational issues may provide special challenges and opportunities for new teachers learning to…”
Talk and Conceptual Change at Work: Adequate Representation and Epistemic Stance in a Comparative Analysis of Statistical Consulting and Teacher Workgroups (2012, background): “Sociogenesis in teaching is complicated to the extent that teaching practices are famously recalcitrant in the face of innovation (Cuban, 1993), with secondary mathematics considered the site of the least change (Stodolsky & Grossman, 2000).”
Enabling the Practice of Mathematics Teachers in Context: Toward a New Equity Research Agenda (2002, background): “…conveying subject-matter information (which puts the responsibility for learning on the students’shoulders) show a difficult time teaching students who enter the classroom unconvinced that mathematics is worth learning (Gutiérrez, 1996; Silvernail & Capelluti, 1991; Stodolsky & Grossman, 2000).”
Qualifications of the Public School Teacher Workforce: Prevalence of Out-of-Field Teaching, 1987-88 to 1999-2000. Statistical Analysis Report. (2002, background): “Finally, the increasing diversity, particularly language diversity, of students entering elementary schools places additional demands on elementary level teachers (Stodolsky and Grossman 2001).”
Academic self-concept and emotion relations: Domain specificity and age effects (2010, result): “; see Stodolsky & Grossman, 1995, 2000).”
Learning on the Job: A Situated Account of Teacher Learning in High School Mathematics Departments (2005, background): “The view of mathematics encapsulated in this term counters traditional notions of a highly sequential subject organized around the mastery of algorithms (Stodolsky & Grossman, 2000), as it foregrounds concepts and their multiple interpretations and representations.”
The Application of Differentiated Instruction in Postsecondary Environments: Benefits, Challenges, and Future Directions (2009, background): “…the efficacy associated with differentiation in P-12 settings can also be realized in a postsecondary environment (Lawrence-Brown, 2004; Olenchak, 2001; Piggott, 2002; Stodolsky & Grossman, 2000; Strangman et al., 2003; Tomlinson, 2005a, 2005b; Tomlinson et al., in press; Tomlinson et al., 2003).”
Teacher Educators' Perceptions and Use of Differentiated Instruction Practices: An Exploratory Investigation (2012, background): “This finding is noteworthy because it suggests that teacher educators are modeling some beliefs and practices that will help prepare candidates for the inevitable range of readiness they will find among students in contemporary classrooms (Cochran-Smith, 2003; Stodolsky & Grossman, 2000).”
Exploring the Contexts of Relationship Quality between Middle School Students and Teachers (2006, background): “For example, Delpit (1995; see also Stodolsky & Grossman, 2000) found that teachers’ efforts to establish and maintain relationships with minority students could transform alienated students’ attitudes and achievement patterns.”
Beyond Essentialism: The Complexity of Language in Teaching Mathematics to Latina/o Students (2002, background): “According to Stodolsky and Grossman (2000), secondary school math teachers tend to be loyal first to their subject matter and second to their students’ personal growth.”