| Description |
1 online resource (248 pages) |
| Contents |
Cover; Half Title; Title Page; Copyright Page; Dedication; Contents; Foreword; Preface; 1 An Overview of Schooling in High-Poverty Communities; POVERTY AND SCHOOLING IN POOR COMMUNITIES IN THE UNITED STATES; SCHOOL RESTRUCTURING/REFORM, EFFECTIVE TEACHING, AND STUDENT RESISTANCE; CONCEPTUAL FRAMEWORK; TEACHERS' CONCEPTIONS AND INSTRUCTIONAL PRACTICES IN MATHEMATICS; Mathematics Content; Mathematics Instruction; Mathematics Assessment; TEACHING FOR DIVERSITY; Standards-Based Curriculum and Instruction and Equity; Centralizing Equity in Standards-Based Curriculum and Instruction |
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Sociocultural Context, Equity, and Problematizing Mathematical Content2 Introduction to the Participating Highly Effective Schools; HP HIGH-ACHIEVING SCHOOLS GRANT INITIATIVE; EMERALD MIDDLE SCHOOL, EL CAJON, CALIFORNIA; JOHN D. O'BRYANT SCHOOL OF MATHEMATICS AND SCIENCE, BOSTON, MASSACHUSETTS; KIPP ACADEMY, BRONX, NEW YORK; KIPP ACADEMY, HOUSTON, TEXAS; LATTA HIGH SCHOOL, LATTA, SOUTH CAROLINA; ROCKCASTLE COUNTY MIDDLE SCHOOL, ROCKCASTLE, KENTUCKY; YES COLLEGE PREPARATORY SCHOOL, HOUSTON, TEXAS; THE YOUNG WOMEN'S LEADERSHIP SCHOOL, EAST HARLEM, NEW YORK; YSLETA MIDDLE SCHOOL, EL PASO, TEXAS |
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The Importance of Building Relationships Among Teachers and StudentsFINAL REMARKS; 5 Challenging Mathematical Content and High-Level; CHALLENGING MATHEMATICAL CONTENT AND HIGH-LEVEL INSTRUCTION; Focus on Problem Solving; In Middle School, Focus on Number and Algebra; Students Communicate Mathematically and Engage in Inquiry; Mathematics Curriculum as a Work in Progress; Teachers Prepare Their Students to Be Successful on Standardized Tests, but Teach Beyond the Test; CONCLUDING REMARKS; 6 Emerald Middle School Case Study; DESCRIPTION OF EMERALD MIDDLE SCHOOL; METHOD; SAMPLE LESSON |
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High Expectation and Sustained Support for Academic ExcellenceChallenging Mathematical Content and High-Level Instruction; The Importance of Building Relationships; FINAL REMARKS; 7 The Importance of Building Relationships; THE IMPORTANCE OF BUILDING RELATIONSHIPS AMONG TEACHERS AND STUDENTS; Strong and Well-Defined Sense of Purpose Among Mathematics Faculty; CONCLUDING REMARKS; 8 The Young Women's Leadership School Case Study; BACKGROUND; AAUW Reports on Single-Sex Classrooms; ENVIRONMENTAL VARIABLES THAT INFLUENCE WOMEN'S CHOICE IN PURSUING MATHEMATICS-RELATED CAREERS |
| Summary |
3 High Expectations and Sustained Support for Academic; TEACHING AND LEARNING ARE PRIORITIES TO SUPPORT HIGH ACADEMIC EXPECTATIONS; SUPPLEMENTAL SUPPORT IS PROVIDED FOR STUDENT LEARNING; REVIEW OF BASIC SKILLS; TEACHING RESOURCES ARE AVAILABLE; TEACHERS HAVE REGULAR ACCESS TO PROFESSIONAL DEVELOPMENT OPPORTUNITIES; CONCLUDING REMARKS; 4 YES College Preparatory School Case Study; DESCRIPTION OF YES COLLEGE PREPARATORY SCHOOL; RESEARCH METHOD; SAMPLE YES LESSON; High Expectations and Sustained Support for Academic Excellence; Challenging Mathematical Content and High-Level Instruction |
| Notes |
GENDER DIFFERENCES IN MATHEMATICS EDUCATION |
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Print version record |
| Subject |
People with social disabilities -- Education.
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People with social disabilities -- Education
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| Form |
Electronic book
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| Author |
DePree, Julie
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Celed¢n-Pattichis, Sylvia
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Brinkerhoff, Jonathan
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| ISBN |
9781351558846 |
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1351558846 |
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