Janine T Remillard
Biographic Data
| ID | 1606071 |
|---|---|
| NAME | Janine T Remillard |
| GIVEN NAMES | Janine T |
| FAMILY NAME | Remillard |
| SIGNATURE | REMILLARD J T |
| AFFILIATIONS | University of Pennsylvania |
| ORCID | 0000-0002-0865-387X |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 19 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Learning to Teach Responsively Through Asynchronous Collaborative Discourse Around Video Records of Practice
Teaching practices that are responsive to student thinking are complex and challenging to learn, particularly for novice teachers. Skilled responsive teaching involves adaptive expertise, or the ability to deliberate about and respond to students' emergent ideas. This study explored the learning of early-career teachers through participation in a video-feedback inquiry group around the enactment of a number talk routine introduced in preservice t…
Conceptualizing the curriculum enactment process in mathematics education
Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula
Studies of teachers’ use of mathematics curriculum materials are particularly timely given the current availability of reform-inspired curriculum materials and the increasingly widespread practice of mandating the use of a single curriculum to regulate mathematics teaching. A review of the research on mathematics curriculum use over the last 25 years reveals significant variation in findings and in theoretical foundations. The aim of this review …
What Counts and How: Mathematics Teaching in Culturally, Linguistically, and Socioeconomically Diverse Urban Settings
Curriculum Materials in Mathematics Education Reform: A Framework for Examining Teachers’ Curriculum Development
This paper presents a model of teachers' construction of mathematics curriculum in the classroom or their curriculum development activities. The model emerged through a qualitative study of two experienced, elementary teachers during their first year of using a commercially published, reform-oriented textbook that had been adopted by their district (Remillard 1996). The aim of the study was to examine teachers' interactions with a new textbook in…
Curriculum Materials in Mathematics Education Reform: A Framework for Examining Teachers’ Curriculum Development
This paper presents a model of teachers' construction of mathematics curriculum in the classroom or their curriculum development activities. The model emerged through a qualitative study of two experienced, elementary teachers during their first year of using a commercially published, reform-oriented textbook that had been adopted by their district (Remillard 1996). The aim of the study was to examine teachers' interactions with a new textbook in…
What Counts and How: Mathematics Teaching in Culturally, Linguistically, and Socioeconomically Diverse Urban Settings
Curriculum Materials in Mathematics Education Reform: A Framework for Examining Teachers’ Curriculum Development
This paper presents a model of teachers' construction of mathematics curriculum in the classroom or their curriculum development activities. The model emerged through a qualitative study of two experienced, elementary teachers during their first year of using a commercially published, reform-oriented textbook that had been adopted by their district (Remillard 1996). The aim of the study was to examine teachers' interactions with a new textbook in…
What Counts and How: Mathematics Teaching in Culturally, Linguistically, and Socioeconomically Diverse Urban Settings
Examining Key Concepts in Research on Teachers’ Use of Mathematics Curricula
Studies of teachers’ use of mathematics curriculum materials are particularly timely given the current availability of reform-inspired curriculum materials and the increasingly widespread practice of mandating the use of a single curriculum to regulate mathematics teaching. A review of the research on mathematics curriculum use over the last 25 years reveals significant variation in findings and in theoretical foundations. The aim of this review …
Conceptualizing the curriculum enactment process in mathematics education
Learning to Teach Responsively Through Asynchronous Collaborative Discourse Around Video Records of Practice
Teaching practices that are responsive to student thinking are complex and challenging to learn, particularly for novice teachers. Skilled responsive teaching involves adaptive expertise, or the ability to deliberate about and respond to students' emergent ideas. This study explored the learning of early-career teachers through participation in a video-feedback inquiry group around the enactment of a number talk routine introduced in preservice t…
Mathematics education (5 works) · Pedagogy (5 works) · Psychology (5 works) · Mathematics Education and Teaching Techniques (4 works) · Sociology (4 works) · Computer Science (3 works) · Curriculum (3 works) · Curriculum development (3 works) · Curriculum mapping (3 works) · Curriculum theory (3 works)