Teacher Variables That Relate to Student Achievement When Using a Standards-Based Curriculum.

By H. Schoen, K. Cebulla, Kelly F. Finn, Cos Fi. 2003

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Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics With Trajectories and Technologies (2012, background): “Research suggests that the most important feature of a high-quality educational environment is a knowledgeable and responsive adult and that professional development can foster these characteristics (Darling-Hammond, 1997; National Research Council, 2001; Sarama & DiBiase, 2004; Schoen et al., 2003;”
Teachers’ Beliefs That Matter in Secondary Mathematics Classrooms (2007, background): “Nevertheless, there is evidence that teachers do hold differing beliefs about the capacities of various groups of students to learn mathematics (Beswick, 2002, 2004, 2005b; Schoen et al. 2003).”
Influencing Teachers’ Beliefs About Teaching Mathematics for Numeracy to Students with Mathematics Learning Difficulties (2007, background): “While it seems that the program, despite its brevity, had some success in influencing the academic expectations of teachers in relation to students with MLD in ways likely to contribute to their improved achievement (Schoen et al., 2003), the extent to which the teachers actually changed practices i”