- Bib ID:
- 5609919
- Format:
- Book and Microform
- Author:
- Nelson, Barbara Scott
- Online Version:
- https://eric.ed.gov/?id=ED412121
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- Description:
-
- [S.l.] : Distributed by ERIC Clearinghouse, 1997
- 26 p.
- Summary:
-
If the intellectual norms and values embedded in the mathematics education reform movement are to move beyond individual classrooms and significantly influence entire schools and districts, school and district administrators will need to become centrally rather than peripherally involved. This paper discusses the way in which administrators' ideas about the nature of mathematics, learning, teaching, and school culture affect their interpretations of the nature and intent of the mathematics reform movement and their thoughts on how they might support it. In particular, administrators' views of parents' concerns, professional development for teachers, and how new ideas move around in a school are discussed. It is suggested that administrators have well-formed ideas about mathematics, learning, and teaching, and that these ideas influence their views of reform and how to provide support. Contains 28 references. (Author)
- Notes:
-
- Availability: Education Development Center, Inc., Center for the Development of Teaching, 55 Chapel Street, Newton, MA 02158-1060.
- Sponsoring Agency: DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
-
- Other authors/contributors:
- Education Development Center, Inc., Newton, MA. Women's Educational Equity Act Dissemination Center
- Available From:
- ERIC
- Copyright:
-
In Copyright
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Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1997
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