LEADER 03375nam 2200841Ia 450 001 9910953530703321 005 20200520144314.0 010 $a9780674265066 010 $a0674265068 010 $a9780674039513 010 $a0674039513 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(Perlego)1132919 035 $a(EXLCZ)991000000000786987 100 $a20041019d2005 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aInside teaching $ehow classroom life undermines reform /$fMary Kennedy 205 $a1st ed. 210 $aCambridge, MA $cHarvard University Press$d2005 215 $a1 online resource (288 p. ) $cill 300 $aOriginally published: 2005. 311 08$a9780674022454 311 08$a0674022459 311 08$a9780674017238 311 08$a0674017234 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$01808679 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910953530703321 996 $aInside teaching$94359060 997 $aUNINA