Understanding assessing and developing young children's mathematical thinking: Research as a powerful tool for professional growth

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Building a learning profession (2003, background): “The Level 3 Classroom Teacher initiative in WA, and new promotion procedures in Victorian government schools both recognise the need for valid state-wide standards and assessments external to the school.”
The mathematical knowledge and understanding young children bring to school (2006, methodology): “The key components and findings of this project have been discussed in a range of publications (e.g., Cheeseman & Clarke, 2005; Clarke, 2001; Clarke, Cheeseman, McDonough, & Clarke, 2003; Clarke & Clarke, 2004; Sullivan et al., 2000), and will therefore not be elaborated here.”
Investigation of effective mathematics teaching and learning in Australian secondary schools (2004, background): “Several other Australian studies now confirm Kennedy’s (1998) findings (e.g. Bobis, 2001; Clarke, 2001).”
PK-3: What Does It Mean For INstruction? (2017, unknown): “…professional knowledge, but also their students’ motivation and achievement (Carpenter, Fennema, Peterson, Chiang, & Loef, 1989; B. Clarke, 2004; D. Clarke et al., 2001; D. Clarke et al., 2002; Clements & Sarama, 2007; Fennema et al., 1996; Kühne, van den Heuvel-Panhulzen, & Ensor, 2005; Thomas…”