Works Cited
INTRODUCTION
Kohn, A. (2011, April 27) Poor Teaching for Poor Children... In the Name of Reform. Education Week, volume unknown.
Skemp, R.R. (1976). Relational Understanding and Instrumental Understanding. Mathematics Teaching (77), pp. 20-26.
Skemp, R.R. (1976). Relational Understanding and Instrumental Understanding. Mathematics Teaching (77), pp. 20-26.
PART I
Au, W. (2007). High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis. Educational Researcher (36)5, pp. 258- 267.
Braun, Sara. (2011). Curriculum in Context. Trail to Teaching. Retreived from
http://trailtoteaching.weebly.com/curriculum-in-context.html
Jones, B.D. & Egley, R.J. (2004). Voices from the Frontlines: Teachers' Perceptions of High-Stakes Testing. Education Policy Analysis Archives, (12)39, pp. 1-34.
Riede, P. (2013). Westhill teacher Jerry Conti a reluctant warrior in anti-testing debate. Syracuse.com. Retrieved from http://www.syracuse.com/news/index.ssf/2013/04/westhill_teacher_jerry_conti_a.html
Skemp, R.R. (1976). Relational Understanding and Instrumental Understanding. Mathematics Teaching (77), pp. 20-26.
Valli, L., Croninger, R.G., & Walters, K. (2007). Who (Else) Is The Teacher? Cautionary Notes on Teacher Accountability Systems. American Journal of Education, 113(4), pp. 635-662.
Braun, Sara. (2011). Curriculum in Context. Trail to Teaching. Retreived from
http://trailtoteaching.weebly.com/curriculum-in-context.html
Jones, B.D. & Egley, R.J. (2004). Voices from the Frontlines: Teachers' Perceptions of High-Stakes Testing. Education Policy Analysis Archives, (12)39, pp. 1-34.
Riede, P. (2013). Westhill teacher Jerry Conti a reluctant warrior in anti-testing debate. Syracuse.com. Retrieved from http://www.syracuse.com/news/index.ssf/2013/04/westhill_teacher_jerry_conti_a.html
Skemp, R.R. (1976). Relational Understanding and Instrumental Understanding. Mathematics Teaching (77), pp. 20-26.
Valli, L., Croninger, R.G., & Walters, K. (2007). Who (Else) Is The Teacher? Cautionary Notes on Teacher Accountability Systems. American Journal of Education, 113(4), pp. 635-662.
PART II
Boaler, J. (1999, March 31). Mathematics for the Moment, Or the Millennium? Education Week. Retrieved from http://www.edweek.org/ew/articles/1999/03/31/29boaler.h18.html
Chapin, S.H., O'Connor, C., & Anderson, N.C. (2003). Classroom Discussions: Using Math Talk to Help Students Learn. Sausalito, CA: Math Solutions Publications.
Parrish, S. (2010). Number Talks: Helping Children Build Mental Math and Computation Strategies, Grades K-5. Sausalito, CA: Math Solutions Publications.
Shindelar, A. (2009). Maintaining Mathematical Momentum through "Talk Moves." In B. Herbel-Eisenmann & M. Cirillo (Eds.), Promoting Purposeful Discourse, (pp. 165-178). Reston, VA: NCTM.
Skemp, R.R. (1976). Relational Understanding and Instrumental Understanding. Mathematics Teaching (77), pp. 20-26.
Chapin, S.H., O'Connor, C., & Anderson, N.C. (2003). Classroom Discussions: Using Math Talk to Help Students Learn. Sausalito, CA: Math Solutions Publications.
Parrish, S. (2010). Number Talks: Helping Children Build Mental Math and Computation Strategies, Grades K-5. Sausalito, CA: Math Solutions Publications.
Shindelar, A. (2009). Maintaining Mathematical Momentum through "Talk Moves." In B. Herbel-Eisenmann & M. Cirillo (Eds.), Promoting Purposeful Discourse, (pp. 165-178). Reston, VA: NCTM.
Skemp, R.R. (1976). Relational Understanding and Instrumental Understanding. Mathematics Teaching (77), pp. 20-26.
Part III
McGuinn, P. (2012). Stimulating Reform: Race to the Top, Competitive Grants and the Obama Education Agenda. Educational Policy (26)1, pp. 136-159.
National Science Teachers Association. (2011). NSTA Position Statement: Quality Science Education and 21st-Century Skills. NSTA.ORG. Retrieved from http://www.nsta.org/about/positions/21stcentury.aspx
National Science Teachers Association. (2011). NSTA Position Statement: Quality Science Education and 21st-Century Skills. NSTA.ORG. Retrieved from http://www.nsta.org/about/positions/21stcentury.aspx