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Crossing the Borders Again: Challenges in Comparing Quality Instruction in Mathematics and Reading


by Anna O. Graeber, Kristie J. Newton & Marylin J. Chambliss — 2012


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Cite This Article as: Teachers College Record Volume 114 Number 4, 2012, p. 1-30
http://www.tcrecord.org ID Number: 16650, Date Accessed: 10/23/2017 2:45:06 PM
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About the Author
  • Anna Graeber
    University of Maryland
    E-mail Author
    ANNA O. GRAEBER is an associate professor emerita, College of Education, University of Maryland. Her research focuses on students’ (mis)conceptions in mathematics and ways of ameliorating their influence. She is also interested in the broader field of mathematics teacher education. She has published her work in journals such as Educational Studies in Mathematics, the Journal for Research in Mathematics Education, and the Journal of Mathematical Behavior.
  • Kristie Newton
    Temple University
    E-mail Author
    KRISTIE J. NEWTON is an assistant professor in the Department of Curriculum, Instruction, and Technology in Education at Temple University. Her research focuses on the interactions between mathematical knowledge, motivation, and instruction, particularly in the middle grades. Her work has been published in journals such as American Educational Research Journal, Contemporary Educational Psychology, Journal of Mathematics Teacher Education, and Mathematical Thinking and Learning.
  • Marylin Chambliss
    University of Maryland
    E-mail Author
    MARILYN J. CHAMBLISS is an associate professor emerita, College of Education, University of Maryland. Her scholarship focuses on promoting content-area literacy for all children. Believing that educational issues are complex, she has pursued a mixed methodology guided by the questions she is asking. Recently, she has become interested in philosophical issues related to the question, How do we know? She has published her work in three books and numerous journals, including Reading Research Quarterly, Written Communication, Discourse Processes, Educational Psychologist, Anthropology and Education Quarterly, and Contemporary Educational Psychology.
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