Literaturnachweis - Detailanzeige
| Autor/inn/en | Knott, Libby; Olson, Jo Clay; Rapone, Ben; Adams, Anne; Ely, Rob |
|---|---|
| Titel | A Model for Systemic Change in Rural Schools [Konferenzbericht] Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014). |
| Quelle | (2014), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Rural Schools; Educational Change; Elementary Secondary Education; Mathematics Education; Teachers; Administrators; Community; Models; School Community Relationship; Teacher Administrator Relationship |
| Abstract | This paper describes a theoretical model for systemic change as it concerns the learning and teaching of mathematics in K-12 schools, with particular attention being paid to the rural context. Systemic change is the active process of establishing change in the community through lasting, long-term relationships, practices, and procedures (Adelman & Taylor, 2003). Our purpose is to describe the mechanics of such change provided by the strategic, continuous, and monitored support of all three of the constituents: Teachers, administrators and community, and externally supported by a temporary catalyst. Systemic change is achieved when the removal of the external catalyst does not affect the rest of the model. Evidence to support this claim has been derived from our case studies. [For the complete proceedings, see ED597799.] (As Provided). |
| Anmerkungen | North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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