Corey Drake
Biographic Data
| ID | 3828680 |
|---|---|
| NAME | Corey Drake |
| GIVEN NAMES | Corey |
| FAMILY NAME | Drake |
| SIGNATURE | DRAKE C |
| AFFILIATIONS | Michigan State University, East Lansing, USA |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 167 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
How Beginning Teachers' Enactment of Ambitious Mathematics Instruction Seems to Be Influenced by Mathematics Teaching Self‐Efficacy, Perceived Collective Responsibility, and Feedback on Instruction
In this mixed methods study, we carried out quantitative analyses in order to examine how 80 beginning elementary teachers' enactment of ambitious mathematics instruction seems to be affected by their levels of mathematics teaching self‐efficacy, their perceptions of collective responsibility among teachers at their schools, and feedback they received from principals, instructional coaches, and mentor teachers. We observed each teacher teach up t…
How beginning elementary teachers’ mathematics instructional quality is associated with similarities between student teaching and first-year teaching assignments
The development of ambitious instruction: How beginning elementary teachers’ preparation experiences are associated with their mathematics and English language arts instructional practices
Teacher Agency and Resilience in the Age of Neoliberalism
Research That Illuminates Enduring Dilemmas in Teacher Education
How Teacher Education Can Elevate Teacher Quality: Evidence From Research
The set of papers in this issue of Journal of Teacher Education (JTE) is particularly timely, as it represents research that speaks directly to current issues of importance to diverse teacher education stakeholders. These stakeholders include, among others, university leaders, teacher educators, teacher preparation and professional development program designers, and policy makers. These papers touch on policies and practices intended to increase …
A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge
Researchers have studied the preparation of elementary teachers to teach mathematics to students from diverse racial, ethnic, and linguistic backgrounds by focusing either on teachers’ learning about children’s mathematical thinking (CMT) or, less frequently, about children’s cultural funds of knowledge (CFoK) related to mathematics. Despite this important work, elementary teachers continue to be underprepared to teach mathematics effectively in …
Examining pre-service elementary mathematics teachers' reading of educative curriculum materials
Using Educative Curriculum Materials to Support the Development of Prospective Teachers’ Knowledge
Building on the work of Ball and Cohen and that of Davis and Krajcik, as well as more recent research related to teacher learning from and about curriculum materials, we seek to answer the question, How can prospective teachers (PTs) learn to read and use educative curriculum materials in ways that support them in acquiring the knowledge needed for teaching? We present two extended conceptual examples of ways in which educative curriculum materia…
Orientations of prospective teachers toward students' family and community
Making Connections in Practice: How Prospective Elementary Teachers Connect to Children’s Mathematical Thinking and Community Funds of Knowledge in Mathematics Instruction
This study examines the ways prospective elementary teachers (PSTs) made connections to children's mathematical thinking and children's community funds of knowledge in mathematics lesson plans. We analyzed the work of 70 PSTs from across three university sites associated with an instructional module for elementary mathematics methods courses that asks PSTs to visit community settings and develop problem solving mathematics lessons that connect to…
Muddying the clear waters”: Teachers' take-up of the linguistic idea of revoicing
Practicing Change: Curriculum Adaptation and Teacher Narrative in the Context of Mathematics Education Reform
The use of reform‐based curricula is one possible avenue for the widespread implementation of mathematics education reform. In this article, we present two urban elementary teachers' models of curriculum use that describe how each teacher used a reform‐oriented mathematics curriculum. In particular, we examine when and how the teachers made adaptations to the curriculum. We find that each teacher had a distinctive pattern of adaptation when using…
The Importance of Presence: Immigrant Parents’ School Engagement Experiences
The authors have been engaged in research focused on how parents in high-poverty urban communities negotiate understandings and build sustaining relationships with others in school settings. In this article, the authors draw upon ethnographic methodology to report on the stories of three working-class immigrant parents and their efforts to participate in their children’s formal education. Their stories are used as exemplars to illuminate the chal…
Ecologies of Parental Engagement in Urban Education
What we know about parental involvement in schools cuts across two areas: how and why parental involvement is important and the structural barriers that impede parental participation. However, it has been difficult to construct an account of parental involvement, grounded in everyday practice that goes beyond a laundry list of things that good parents do for their children’s education. In this article we make a case for a new data-driven framewor…
Ecologies of Parental Engagement in Urban Education
What we know about parental involvement in schools cuts across two areas: how and why parental involvement is important and the structural barriers that impede parental participation. However, it has been difficult to construct an account of parental involvement, grounded in everyday practice that goes beyond a laundry list of things that good parents do for their children’s education. In this article we make a case for a new data-driven framewor…
The Importance of Presence: Immigrant Parents’ School Engagement Experiences
The authors have been engaged in research focused on how parents in high-poverty urban communities negotiate understandings and build sustaining relationships with others in school settings. In this article, the authors draw upon ethnographic methodology to report on the stories of three working-class immigrant parents and their efforts to participate in their children’s formal education. Their stories are used as exemplars to illuminate the chal…
Making Connections in Practice: How Prospective Elementary Teachers Connect to Children’s Mathematical Thinking and Community Funds of Knowledge in Mathematics Instruction
This study examines the ways prospective elementary teachers (PSTs) made connections to children's mathematical thinking and children's community funds of knowledge in mathematics lesson plans. We analyzed the work of 70 PSTs from across three university sites associated with an instructional module for elementary mathematics methods courses that asks PSTs to visit community settings and develop problem solving mathematics lessons that connect to…
Practicing Change: Curriculum Adaptation and Teacher Narrative in the Context of Mathematics Education Reform
The use of reform‐based curricula is one possible avenue for the widespread implementation of mathematics education reform. In this article, we present two urban elementary teachers' models of curriculum use that describe how each teacher used a reform‐oriented mathematics curriculum. In particular, we examine when and how the teachers made adaptations to the curriculum. We find that each teacher had a distinctive pattern of adaptation when using…
Using Educative Curriculum Materials to Support the Development of Prospective Teachers’ Knowledge
Building on the work of Ball and Cohen and that of Davis and Krajcik, as well as more recent research related to teacher learning from and about curriculum materials, we seek to answer the question, How can prospective teachers (PTs) learn to read and use educative curriculum materials in ways that support them in acquiring the knowledge needed for teaching? We present two extended conceptual examples of ways in which educative curriculum materia…
Teacher Agency and Resilience in the Age of Neoliberalism
Orientations of prospective teachers toward students' family and community
How Teacher Education Can Elevate Teacher Quality: Evidence From Research
The set of papers in this issue of Journal of Teacher Education (JTE) is particularly timely, as it represents research that speaks directly to current issues of importance to diverse teacher education stakeholders. These stakeholders include, among others, university leaders, teacher educators, teacher preparation and professional development program designers, and policy makers. These papers touch on policies and practices intended to increase …
Examining pre-service elementary mathematics teachers' reading of educative curriculum materials
Muddying the clear waters”: Teachers' take-up of the linguistic idea of revoicing
Ecologies of Parental Engagement in Urban Education
What we know about parental involvement in schools cuts across two areas: how and why parental involvement is important and the structural barriers that impede parental participation. However, it has been difficult to construct an account of parental involvement, grounded in everyday practice that goes beyond a laundry list of things that good parents do for their children’s education. In this article we make a case for a new data-driven framewor…
The Importance of Presence: Immigrant Parents’ School Engagement Experiences
The authors have been engaged in research focused on how parents in high-poverty urban communities negotiate understandings and build sustaining relationships with others in school settings. In this article, the authors draw upon ethnographic methodology to report on the stories of three working-class immigrant parents and their efforts to participate in their children’s formal education. Their stories are used as exemplars to illuminate the chal…
Practicing Change: Curriculum Adaptation and Teacher Narrative in the Context of Mathematics Education Reform
The use of reform‐based curricula is one possible avenue for the widespread implementation of mathematics education reform. In this article, we present two urban elementary teachers' models of curriculum use that describe how each teacher used a reform‐oriented mathematics curriculum. In particular, we examine when and how the teachers made adaptations to the curriculum. We find that each teacher had a distinctive pattern of adaptation when using…
Muddying the clear waters”: Teachers' take-up of the linguistic idea of revoicing
Orientations of prospective teachers toward students' family and community
Making Connections in Practice: How Prospective Elementary Teachers Connect to Children’s Mathematical Thinking and Community Funds of Knowledge in Mathematics Instruction
This study examines the ways prospective elementary teachers (PSTs) made connections to children's mathematical thinking and children's community funds of knowledge in mathematics lesson plans. We analyzed the work of 70 PSTs from across three university sites associated with an instructional module for elementary mathematics methods courses that asks PSTs to visit community settings and develop problem solving mathematics lessons that connect to…
Using Educative Curriculum Materials to Support the Development of Prospective Teachers’ Knowledge
Building on the work of Ball and Cohen and that of Davis and Krajcik, as well as more recent research related to teacher learning from and about curriculum materials, we seek to answer the question, How can prospective teachers (PTs) learn to read and use educative curriculum materials in ways that support them in acquiring the knowledge needed for teaching? We present two extended conceptual examples of ways in which educative curriculum materia…
Examining pre-service elementary mathematics teachers' reading of educative curriculum materials
A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge
Researchers have studied the preparation of elementary teachers to teach mathematics to students from diverse racial, ethnic, and linguistic backgrounds by focusing either on teachers’ learning about children’s mathematical thinking (CMT) or, less frequently, about children’s cultural funds of knowledge (CFoK) related to mathematics. Despite this important work, elementary teachers continue to be underprepared to teach mathematics effectively in …
How Teacher Education Can Elevate Teacher Quality: Evidence From Research
The set of papers in this issue of Journal of Teacher Education (JTE) is particularly timely, as it represents research that speaks directly to current issues of importance to diverse teacher education stakeholders. These stakeholders include, among others, university leaders, teacher educators, teacher preparation and professional development program designers, and policy makers. These papers touch on policies and practices intended to increase …
Research That Illuminates Enduring Dilemmas in Teacher Education
Teacher Agency and Resilience in the Age of Neoliberalism
The development of ambitious instruction: How beginning elementary teachers’ preparation experiences are associated with their mathematics and English language arts instructional practices
How beginning elementary teachers’ mathematics instructional quality is associated with similarities between student teaching and first-year teaching assignments
How Beginning Teachers' Enactment of Ambitious Mathematics Instruction Seems to Be Influenced by Mathematics Teaching Self‐Efficacy, Perceived Collective Responsibility, and Feedback on Instruction
In this mixed methods study, we carried out quantitative analyses in order to examine how 80 beginning elementary teachers' enactment of ambitious mathematics instruction seems to be affected by their levels of mathematics teaching self‐efficacy, their perceptions of collective responsibility among teachers at their schools, and feedback they received from principals, instructional coaches, and mentor teachers. We observed each teacher teach up t…
Pedagogy (14 works) · Psychology (14 works) · Mathematics education (10 works) · Teacher Education and Leadership Studies (10 works) · Sociology (9 works) · Mathematics Education and Teaching Techniques (8 works) · Teaching method (6 works) · Political science (5 works) · Elementary mathematics (4 works) · Social science (4 works)