Curriculum Materials as a Professional Development Tool: How a Mathematics Textbook Affected Two Teachers' Learning

By Rachel M. B. Collopy. The Elementary school journal, 2003

331 citations recorded by the source corpus.

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Citations in the corpus

The capacity of two Australian eighth-grade textbooks for promoting proportional reasoning (2008, background): “Rather than merely being regarded as a means of maintaining and controlling the curriculum, textbooks have been identified as potential agents of change to transform the curriculum (Collopy 2003; Grant et al. 2002; Remillard 2000).”
Educative Curriculum Materials: Uptake, Impact, and Implications for Research and Design (2017, background): “Studies have demonstrated uptake of ideas in educative curriculum materials through characterizing teacher practice, teacher learning, or student outcomes (e.g., Beyer & Davis, 2009; Cervetti et al., 2015; Collopy, 2003; McNeill, 2009; Schneider & Krajcik, 2002).”
Improving mathematics instruction through lesson study: a theoretical model and North American case (2009, background): “As Lave (1991) writes, ‘‘Developing an identity as a member of a community and becoming knowledgeably skillful are part of the same process (p. 63).’’ Studies indicate that shared tools (such as curriculum and assessment) and individual and community characteristics (such as beliefs about students a”
Learning to critique and adapt science curriculum materials: Examining the development of preservice elementary teachers' pedagogical content knowledge (2012, background): “Teachers’ interactions with curriculum materials are mediated by their knowledge and beliefs about the subject matter, teaching, and learning (Brown, 2009; Collopy, 2003; Enyedy & Goldberg, 2004; Pintó, 2004; Remillard, 1999; Squire et al., 2003).”
Teachers’ motivation to learn: implications for supporting professional growth (2018, background): “…al. 2002, Kazemi and Franke 2004, Gillies and Khan 2009, Gillies and Haynes 2011), curriculum, development, enactment and implementation (for example, Collopy 2003, Remillard 2000, 2005, Seymour and Lehrer 2006) and teacher professional collaborations and communities (for example, Borko et al.…”
Modes of Engagement: Understanding Teachers’ Transactions with Mathematics Curriculum Resources (2011, background): “not intended by the designers (Collopy, 2003; Remillard & Bryans, 2004).”
Preparing Teachers to Design Instruction for Deep Understanding in Middle School Earth Science (2009, background): “At the same time, use of materials may also change teachers themselves, because using curriculum materials may enable new arrangements for learning and forms of classroom interaction to emerge that the teacher had not imagined (Collopy, 2003; Drake & Sherin, 2006).”
Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues (2012, background): “…point out, this phenomenon is not news to most studying the contribution of curriculum materials to instruction; in fact, the literature is rife with examples illustrating that teacher dispositions matter in implementing reform-oriented curricula (e.g. Collopy 2003, Remillard and Bryans 2004).”
Teachers' orientations toward mathematics curriculum materials: Implications for teacher learning (2004, background): “As we explain below, and has been documented in other studies of teachers using curriculum resources (Collopy, 2003; Lloyd, 1999; Remillard, 1999), teachers’ ideas about mathematics and how it is learned as well as their views about teaching contributed significantly to their use of curriculum…”
The Impact of Professional Noticing on Teachers' Adaptations of Challenging Tasks (2011, background): “…encounters with curriculum materials that emphasize the use of complex tasks—intended to be enacted at a high level of cognitive demand—shows that teachers do not always enact them in ways that engage students with the full complexity of the tasks (e.g., Collopy, 2003; Remillard & Bryans, 2004).”
How reform curricula in the USA and Korea present multiplication and division of fractions (2010, background): “& Teachers who lack knowledge of the subject they are teaching have a tendency to rely heavily on their textbooks ( Collopy,2003 ).”
Science teachers' pedagogical content knowledge development during enactment of socioscientific curriculum materials (2019, background): “Teachers' interactions with curriculum materials are mediated by their knowledge and beliefs about the subject matter, teaching, and learning (Beyer & Davis, 2012: Brown, 2009; Collopy, 2003; Pintó, 2005; Squire et al., 2003).”
Preservice Elementary Teachers' Critique of Instructional Materials for Science. (2006, background): “We know relatively little about how preservice and new teachers make these real-time changes (for important studies looking at experienced teachers’ classroom use of curriculum materials, see Collopy, 2003; Lloyd, 1999; Remillard, 1999).”
Beginning teachers moving toward effective elementary science teaching (2009, background): “Some teachers make productive changes to curriculum materials while others—for example, those who do not deeply understand the rationales behind reforms promoted in some materials—may make unproductive changes (Collopy, 2003; Remillard, 1999; Schneider & Krajcik, 2002).”
Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula (2005, background): “In some cases, teachers’ perceptions of students’ deficits figure significantly in their negative responses to Standardsbased curricula (Collopy, 2003; M. Wilson & Lloyd, 2000).”
Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship (2012, background): “…(Manouchehri and Goodman 2000, Brown et al. 2009), orientations toward their curriculum (Remillard and Bryans 2004), beliefs (Remillard 1999, Collopy 2003), collaboration and reflection on practice (Clarke 1997, McDuffie and Mather 2009), and development of skills for successfully…”