Elaborating a model of teacher professional growth

Blanchard, K. H., & Zigarmi, P. (1981). Models for change in schools. In J. Price, & J. Gawronski (Eds.), Changing school mathematics: A responsive process (pp. 36–51). Reston, VA: National Council of Teachers of Mathematics. Carlin, P., Clarke, D. J., & Peter, A. (1992). The collaborative development and evaluation of a professional program for junior secondary mathematics teachers. In D. R. Dymock (Ed.), The impact of professional development on professional practice (pp. 136–153). Armidale: University of New England. Clarke, D. J. (1988). Realistic assessment. In D. Firth (Ed.), Maths counts—who cares? (pp. 187–192) Parkville, Vic.: Mathematical Association of Victoria. Clarke, D. J. (1998). Studying the classroom negotiation of meaning: Complementary accounts methodology. In A. Teppo (Ed.), Qualitative research methods in mathematics education (pp. 98–111). Monograph Number 9 of the Journal for Research in Mathematics Education. Reston, VA: NCTM, ISBN 0-87353-459-X. Clarke, D. J. (Ed.) (2001). Perspectives on practice and meaning in mathematics and science classrooms. Dordrecht: Kluwer Academic Publishers. Clarke, D. J., Carlin, P., & Peter, A. (1992). Professional development and the secondary mathematics teacher: A case study. Research Report 6. Oakleigh, Victoria: Mathematics Teaching and Learning Centre. Clarke, D. J., & Helme, S. (1997). The resolution of uncertainty in mathematics classrooms. In F. Biddulph, & K. Carr (Eds.), People in mathematics education. Proceedings of the 20th annual conference of the Mathematics Education Research Group of Australasia (pp. 116–123). Waikato, New Zealand: University of Waikato. Clarke, D. J., & Hollingsworth, H. (1994). Reconceptualising teacher change. In G. Bell, B. Wright, N. Leeson, & J. Geake (Eds.), Challenges in mathematics education: Constraints on construction, Vol. 1. Proceedings of the 17th annual conference of the Mathematics Education Research Group of Australasia (pp. 153–164). Lismore, NSW: Southern Cross University. Clarke, 2000, Seeing is understanding, Journal of Staff Development, 21, 40 Clarke, D. J., & Kessel, C. (1995). To know and to be right: Studying the classroom negotiation of meaning. In B. Atweh, & S. Flavel (Eds.), Galtha: MERGA 18. Proceedings of the 18th annual conference of the Mathematics Education Research Group of Australasia (pp. 170–177). Darwin, NT: University of the Northern Territory. Clarke, D. J., & Peter, A. (1993). Modelling teacher change. In B. Atweh, C. Kanes, M. Carss, & G. Booker (Eds.), Contexts in mathematics education. Proceedings of the 16th annual conference of the Mathematics Education Research Group of Australasia (MERGA). Queensland: Mathematics Education Research Group of Australasia. Clarke, 1997, The changing role of the mathematics teacher, Journal for Research in Mathematics Education, 28, 278, 10.2307/749782 Cobb, 1999, Cognitive and situated learning perspectives in theory and practice, Educational Researcher, 28, 4, 10.3102/0013189X028002004 Cobb, P., Wood, T., & Yackel, E. (1990). Classrooms as learning environments for teachers and researchers. In R. B. Davis, C. A. Mayer, & N. Noddings (Eds.), Constructivist views on the teaching and learning of mathematics (pp. 125–146). Reston, VA: National Council of Teachers of Mathematics. Darling-Hammond, 1997 Darling-Hammond, 2000, Authentic assessment of teaching in context, Teaching and teacher education, 16, 523, 10.1016/S0742-051X(00)00015-9 Desforges, 1987 Dewey, J. (1910). How we think. Boston: Heath & Co. (Republished as an unabridged replication by Dover Publications, Toronto, in 1997). Doyle, W. (1990). Themes in teacher education research. In W. R. Hewson (Ed.), Handbook of research on teacher education (pp. 3–24). New York: Macmillan. Fullan, 1982 Fullan, 1991 Greeno, 1997, On claims that answer the wrong questions, Educational Researcher, 26, 5 Greeno, J. G., Collins, A. M., & Resnick, L. (1996). Cognition and Learning. In D. C. Berliner, & R. C. Calfree (Eds.), Handbook of educational psychology (pp. 15–46). New York: Simon & Schuster Macmillan. Guskey, 1985, Staff development and teacher change, Educational Leadership, 42, 57 Guskey, 1986, Staff development and the process of teacher change, Educational Researcher, 15, 5, 10.3102/0013189X015005005 Hall, 1977, A developmental model for determining whether the treatment is actually implemented, American Educational Research Journal, 14, 263, 10.3102/00028312014003263 Helme, S., & Clarke, D. J. (1998). We really put our minds to it: Cognitive engagement in the mathematics classroom. In C. Kanes, M. Goos, & E. Warren (Eds.), Teaching mathematics in new times (pp. 250–257). Brisbane, Qld: Mathematics Education Research Group of Australasia, ISBN 0-95968444-7-6. Helme, S., Clarke, D. J., & Kessel, C. (1996). Moments in the process of coming to know. In P. C. Clarkson (Ed.), Technology in mathematics education. Proceedings of the 19th annual conference of the Mathematics Education Research Group of Australasia (MERGA) (pp. 269–276), June 30–July 3, 1996, University of Melbourne, Melbourne: MERGA. Hollingsworth, H. (1999). Teacher professional growth: A study of primary teachers involved in mathematics professional development. Ph.D. thesis, Deakin University, Burwood, Victoria, Australia. Howey, 1978, A data base for future directions in in-service education, Theory Into Practice, 27, 206, 10.1080/00405847809542768 Howey, 1983, Current patterns of staff development Jackson, P. W. (1974). Old dogs and new tricks: Observations on the continuing education of teachers. In L. Rubin (Ed.), Improving in-service education (pp. 19–29). Boston: Allyn and Bacon. Johnson, N. (1989). Teachers and change: A literature review. Melbourne University, Melbourne, unpublished paper. Johnson, N. (1993). A celebration of teachers as learners. Paper presented at The Australian College of Education 1993 National Conference: Global Economy, Global Curriculum. Melbourne. Johnson, N. (1996a). School leadership and the management of change. IARTV Seminar Series, No. 55, July. Johnson, 1996, Reconceptualising schools as learning communities, Reflect, 2, 6 Johnson, N., & Owen, J. (1986). The two cultures revisited: interpreting messages from models of teaching and clinical supervision to encourage improvement in teaching. Paper presented to the Australian Educational Research Association Annual Conference, Melbourne. Lappan, G., Fitzgerald, W., Phillips, E., Winter, M. J., Lanier, P., Madsen-Nason, A., Even, R., Lee, B., Smith, J., & Weinberg, D. (1988). The middle grades mathematics project. The challenge: Good mathematics—taught well (Final report of the National Science Foundation for Grant #MDR8318218). East Lansing, MI: Michigan State University. Lave, 1991 Lovitt, 1988 McLaughlin, 1978, Staff development and school change, Teachers College Record, 80, 69, 10.1177/016146817808000107 Peter, 1992, Facilitating change for secondary mathematics teachers, Journal of Science and Mathematics Education in Southeast Asia, XV, 67 Peter, A., Clarke, D. J., Carlin, P., & Harmes, M. (1992b). Teachers adjusting to change. In M. Horne, & M. Supple (Eds.), Mathematics: Meeting the challenge (pp. 191–196). Brunswick, Vic.: Mathematical Association of Victoria. Schon, 1983 Schon, 1987 Shulman, 1987, Knowledge and teaching, Harvard Educational Review, 57, 1, 10.17763/haer.57.1.j463w79r56455411 Steffe, L. P. (1991). The constructivist teaching experiment: Illustrations and implications. In E. von Glasersfeld (Ed.), Radical constructivism in mathematics education (pp. 177–194). Dordrecht, The Netherlands: Kluwer. Steffe, 2000, Interaction or intersubjectivity? A reply to Lerman, Journal for Research in Mathematics Education, 31, 191, 10.2307/749751 Stephens, W. M., Lovitt, C. J., Clarke, D. M., & Romberg, T. A. (1989). Principles for the professional development of teachers of mathematics. In N. Ellerton, & M. A. Clements (Eds.), School mathematics: The challenge to change (pp. 220–249). Geelong: Deakin University Press. Teacher Professional Growth Consortium, (1994). Modelling teacher professional growth, University of Melbourne, Unpublished working document. Wenger, 1998 Wood, 1980, Guidelines for better staff development, Educational Leadership, 37, 374