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024 7 $a10.1007/978-94-6091-945-9
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100   $a20130105d2012      uy         0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 10$aEducational research and professional learning in changing times $ethe MARBLE experience /$fJane Watson, Kim Beswick, Natalie Brown
205   $a1st ed. 2012.
210   $aRotterdam $cSense Publishers$d2012
215   $a1 online resource (334 p.)
300   $aDescription based upon print version of record.
311   $a94-6091-943-X 
311   $a1-283-90844-1 
320   $aIncludes bibliographical references and index.
327   $asection 1. Background and the MARBLE project -- section 2. Case studies -- section 3. Writing for teachers -- section 4. Reflections.
330   $aEducational Research and Professional Learning in Changing Times reports three dimensions of a longitudinal Australian study with the ultimate aim of improving the mathematics learning outcomes for all middle school students in preparation for the quantitative literacy requirements of the 21st century. It was also hoped to improve the prospects for students with the interest to study further mathematics. The project provided professional learning opportunities for teachers, carried out case studies in individual schools, produced well-documented classroom activities in line with the aims, and measured teacher and student change over three years. The three main sections of the book cover the formal data collection and analysis, the qualitative analysis of the case studies, and some of the professional learning activities for teachers. The final section reports the reflections of the authors, especially in relation to the changing educational environment in which the project took place. Many other countries are experiencing similar educational change. The book will supplement other resources for graduate programs for pre-service and in-service mathematics teachers by modeling both a realistic approach to quantitative and qualitative research and a range of practical classroom activities. It will also assist those providing professional learning for teachers in the field unrelated to formal research, as two thirds of the content is based on classroom experiences with mathematics.
606   $aEducation$xResearch
606   $aProfessional education
606   $aTeachers$xTraining of
615  0$aEducation$xResearch.
615  0$aProfessional education.
615  0$aTeachers$xTraining of.
676   $a370
700   $aWatson$b Jane$01158546
701   $aBeswick$b Kim$01158547
701   $aBrown$b Natalie$01676223
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910829009603321
996   $aEducational research and professional learning in changing times$94042292
997   $aUNINA