LEADER 03235nam 2200769Ia 450 001 9910778164603321 005 20230616235900.0 010 $a0-674-26506-8 010 $a0-674-03951-3 024 7 $a10.4159/9780674039513 035 $a(CKB)1000000000786987 035 $a(StDuBDS)AH23050765 035 $a(SSID)ssj0000485202 035 $a(PQKBManifestationID)11289282 035 $a(PQKBTitleCode)TC0000485202 035 $a(PQKBWorkID)10603446 035 $a(PQKB)10503890 035 $a(SSID)ssj0000179823 035 $a(PQKBManifestationID)12065535 035 $a(PQKBTitleCode)TC0000179823 035 $a(PQKBWorkID)10138805 035 $a(PQKB)24088706 035 $a(MiAaPQ)EBC3300229 035 $a(DE-B1597)457677 035 $a(OCoLC)1013948509 035 $a(OCoLC)1029824435 035 $a(OCoLC)1032678320 035 $a(OCoLC)1037981595 035 $a(OCoLC)1042010421 035 $a(OCoLC)1046611747 035 $a(OCoLC)1047020106 035 $a(OCoLC)432683878 035 $a(OCoLC)979742732 035 $a(DE-B1597)9780674039513 035 $a(Au-PeEL)EBL3300229 035 $a(CaPaEBR)ebr10314238 035 $a(OCoLC)923109110 035 $a(EXLCZ)991000000000786987 100 $a20041019d2005 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aInside teaching$b[electronic resource] $ehow classroom life undermines reform /$fMary Kennedy 210 $aCambridge, MA $cHarvard University Press$d2005 215 $a1 online resource (288 p. ) $cill 300 $aOriginally published: 2005. 311 $a0-674-02245-9 311 $a0-674-01723-4 320 $aIncludes bibliographical references (p. 271-276) and index. 327 $tFrontmatter -- $tAcknowledgments -- $tContents -- $t1. The Mysterious Gap between Reform Ideals and Everyday Teaching -- $t2. How Teachers Think about Their Practices -- $t3. Creating a Tranquil Environment -- $t4. Managing Conversations about Content -- $t5. Constructing the Day's Agenda -- $t6. Sources of Problems in Teaching -- $t7. Sources of Improvements in Teaching -- $t8. The Problem of Reform -- $tAppendix on Method -- $tNotes -- $tReferences -- $tIndex 330 $aArguing that too many would-be reformers know nothing about the conflicting demands of teaching, Kennedy takes us into the controlled commotion of the classroom, revealing how painstakingly teachers plan their lessons, and how many different ways things go awry. She argues that pedagogical reform proposals that do not acknowledge all of the things teachers need to do are bound to fail. If reformers want students to learn, they must address all of the problems teachers face, not just those that interest them. 606 $aClassroom environment$zUnited States 606 $aEducational change$zUnited States 615 0$aClassroom environment 615 0$aEducational change 676 $a371.1 686 $aDK 1022$2rvk 700 $aKennedy$b Mary M$01477823 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910778164603321 996 $aInside teaching$93693293 997 $aUNINA