Professional Development for Middle School Mathematics Teachers to Help them Respond to NCTM Standards

Brown, C. A. , & Borko, H. (1992) On becoming a mathematics teacher. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 209-239). New York: Macmillan.

Brown, S. I. , Cooney, T. J. , & Jones, D. (1990). Mathematics teacher education. In W. Houston , M. Haberman , & J. Sikula (Eds.), Handbook of research on teacher education (pp. 639-656). New York: Macmillan.

Cooney, T. J. (1987). The issue of reform: What have we learned from yesteryear? In Mathematical Sciences Education Board, The teacher of mathematics: Issues for today and tomorrow (pp. 17-35). Washington, DC: National Academy Press.

Cooney, T. J. (1994). Research and teacher education: In search of common ground. Journal for Research in Mathematics Education, 25(6), 608-636.

Copes, L. (1979). The Perry development scheme and the teaching of mathematics. Paper presented at the annual meeting of the International Group for the Psychology of Mathematics Education, Warwick, England.

Drew, K. (1998). High school teachers' perspective of the NCTM standards. Unpublished doctoral dissertation, Northern Illinois University, Dekalb.

Edwards, T. G. (1994). Current reform efforts in mathematics education. Columbus, OH: ERIC Clearinghouse for Science, Mathematics, and Environmental Education. (ERIC Document Reproduction Service No. ED 372 969)

Futch, L. (1996). Georgia teachers and principals regarding the NCTM standards. Unpublished doctoral dissertation, Georgia Southern University, Statesboro.

Futch, L. D. , & Stenphens, J. C., Jr. (1997). The beliefs of Georgia teachers and principals regarding the NCTM standards: A representative view using the standards' beliefs instrument (SBI). School Science and Mathematics, 97(5), 242-247.

Gandreau, D. (1997). The middle school teacher perspective: Teaching using the NCTM standards after professional development-five case studies. Unpublished doctoral dissertation, University of Connecticut, Storrs.

Garet, M. S. & Mills, V. L. (1995). Changes in teaching practices: The effects of the Curriculum and Evaluation Standards. Mathematics Teacher, 88(5), 380-389.

Helms, J. M. (1989). Preservice secondary-mathematics teachers' beliefs about mathematics and the teaching of mathematics: Two case studies. (Doctoral dissertation, University of Georgia, 1989). Dissertation Abstracts International, 51, 440A.

Hopkins, L. B. (1995). Modeling middle-school mathematics: Content and pedagogy. Eisenhower grant professional-development program submitted to the South Carolina Commission on Higher Education. Columbia, SC: Columbia College, Mathematics Department.

Kesler, R. (1985). Teachers' instructional behavior related to their conceptions of teaching and mathematics and their level of dogmatism: Four case studies (Doctoral dissertation, University of Georgia, 1985). Dissertation Abstracts International, 46, 2606A.

McGalliard, W. A., Jr. (1983) Selected factors in the conceptual systems of geometry teachers: Four case studies (Doctoral dissertation, University of Georgia, 1982). Dissertation Abstracts International, 44, 1364A.

Meyerson, L. N. (1978). Conception of knowledge in mathematics: Interaction with and applications to a teaching methods course (Doctoral dissertation, State University of New York, Buffalo, 1977). Dissertation Abstracts International, 38, 733A.

Moore, W. S. (1988). The Learning Environment Preferences: Establishing preliminary reliability and validity for an objective measure of the Perry scheme of intellectual development. Dissertation Abstracts International, 49, 1386A.

Moore, W. S. (1989). The Learning Environment Preferences: Exploring the construct validity of an objective measure of the Perry scheme of intellectual development. Journal of College Student Development, 30(6), 504-514

Moore, W. S. (1990). The Learning Environment Preferences: An instrument manual (Rev. ed.). Olympia, WA: Center for the Study of Intellectual Development, Perry Network.

National Council of Teachers of Mathematics . (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.

National Council of Teachers of Mathematics . (1991). Professional standards for teaching mathematics. Reston, VA: Author.

National Council of Teachers of Mathematics . (1995). Assessment standards for school mathematics. Reston, VA: Author.

Niess, M. L. , & Erickson, D. K. (1992). The Oregon Mathematics Teachers of Middle-school Mathematics Project: A curriculum development and leader training project for middle-school teachers of mathematics (Final report). Corvallis, OR: Oregon State University, College of Science. (ERIC Document Reproduction Service No. ED 349 170)

Owens, J. E. (1987). A study of four preservice secondary-mathematics teachers' constructs of mathematics and mathematics teaching (Doctoral dissertation, University of Georgia, 1987). Dissertation Abstracts International, 48, 588A.

Perry, W. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehard, & Wilson.

Snead, L. C. (1997). A study of the change in beliefs about mathematics of teachers of middle-school mathematics involved in a professional-development program modeling content and pedagogy envisioned by the NCTM standards (Doctoral dissertation, University of South Carolina, 1996). Dissertation Abstracts International, 57, 11A.

Stonewater, J. K. , & Oprea, J. M. (1988). An analysis of in-service teachers' mathematical beliefs: A cognitive development perspective. In M. J. Behr , C. B. Lacampagne , & M. M. Wheeler (Eds.), PME-NA: Proceedings of the Tenth Annual Meeting (pp. 356-363). DeKalb, IL: Northern University.

Whigham, M. (1997). Implementation of the math/science national standards. Unpublished doctoral dissertation, Iowa State University, Ames.

Yeotis, C. (1997). Operation SMART: Science and mathematics: Assessing, reinforcing, teaching. Unpublished doctoral dissertation, Wichita State University, Wichita, KS.

Zollman, A. , & Mason, E. (1992, November) The Standards' Beliefs Instrument (SBI): Teachers' beliefs about the NCTM Standards. School Science and Mathematics, 92(7), 359-364.