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Learning PolicyWhen State Education Reform Works$
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David K. Cohen and Heather C. Hill

Print publication date: 2001

Print ISBN-13: 9780300089479

Published to Yale Scholarship Online: October 2013

DOI: 10.12987/yale/9780300089479.001.0001

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PRINTED FROM YALE SCHOLARSHIP ONLINE (www.yale.universitypressscholarship.com). (c) Copyright Yale University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in YSO for personal use.date: 13 April 2021

Teachers' Opportunities to Learn and Classroom Practice

Teachers' Opportunities to Learn and Classroom Practice

Chapter:
(p.87) Chapter 5 Teachers' Opportunities to Learn and Classroom Practice
Source:
Learning Policy
Author(s):

David K. Cohen

Heather C. Hill

Publisher:
Yale University Press
DOI:10.12987/yale/9780300089479.003.0005

This chapter probes the patterns of teachers' ideas and practices in relation to teachers' opportunities to learn. First, it outlines measures of teachers' ideas about mathematics instruction, their classroom practices, and their familiarity with and attitude toward reform. It then examines the link between teachers' learning opportunities and their ideas and practices, as well as teachers' experiences with the California Learning Assessment System (CLAS). Finally, the chapter considers whether state-sponsored professional development among teachers influenced the implementation of reform.

Keywords:   ideas, practices, mathematics instruction, classroom practices, learning opportunities, California Learning Assessment System, CLAS

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