Mathematics Education at Highly Effective Schools That Serve the Poor: Strategies for Change

By Richard Kitchen, Julie DePree, Sylvia Celedón-Pattichis, Jonathan Brinkerhoff. 2006

57 citations recorded by the source corpus.

Subfields: Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/e7a410de4892fa57f4911fe225b98ee400199cad

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Erin E. Turner
2. Sylvia Celedón-Pattichis
3. J. Aguirre
4. Maria del Rosario Zavala
5. Alfinio Flores
6. M. Civil

In Safety Research

1. Maria del Rosario Zavala
2. Sylvia Celedón-Pattichis
3. Erin E. Turner
4. J. Aguirre

Citations in the corpus

• Examining Disparities in Mathematics Education: Achievement Gap or Opportunity Gap? (2007, background): “As many examples across the nation show, when given the opportunity, students from any cultural or ethnic background and any socioeconomic level can excel (Kitchen et al., 2007).”
• Making culturally responsive mathematics teaching explicit: a lesson analysis tool (2013, methodology): “Kitchen et al. (2007) detailed and utilized this five-dimension protocol in mathematics lesson observations in secondary schools (grades 6–12) that effectively serve poor and working class communities in the United States.”
• Empowering science and mathematics education in urban schools (2014, background): “Furthermore, the book underscores the importance of teachers (and facilitators) building relationships with youth in urban classrooms as a key step towards their engagement with science and mathematics content (Kitchen, 2007). pressing issues affecting their schools.”
• Mathematical Problem Solving Among Latina/o Kindergartners: An Analysis of Opportunities to Learn (2011, background): “achieve at higher levels, reflecting a trend that more time spent on problem solving enhances learning (Bodovski & Farkas, 2007a; Kitchen et al., 2007).”