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Classroom Culture, Mathematics Culture, and the Failures of Reform: The Need for a Collective View of Culture


by Michele Gregoire Gill & David Boote — 2012


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Cite This Article as: Teachers College Record Volume 114 Number 12, 2012, p. 1-45
http://www.tcrecord.org ID Number: 16718, Date Accessed: 10/23/2017 8:33:35 PM
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About the Author
  • Michele Gill
    University of Central Florida
    E-mail Author
    MICHELE GREGOIRE GILL, Ph.D., is associate professor of educational psychology in the School of Teaching, Learning, and Leadership at the University of Central Florida. Her research interests center on conceptual change, teacher beliefs, mathematics education, and educational reform. She recently founded an elementary charter school in Seminole County, Florida, grounded in a Vygotskian pedagogical model. A recent publication is Gill, M. G., & Hoffman, B. (2009). Shared planning time: A novel context for studying teachers’ beliefs. Teachers College Record, 111, 1242–1273.
  • David Boote
    University of Central Florida
    E-mail Author
    DAVID BOOTE is associate professor of curriculum studies in the School of Teaching, Learning, and Leadership at the University of Central Florida. His research and scholarship focus primarily on the professional doctorate in education, especially research and literature reviewing. He continues to do some research and scholarship in mathematics and science education. Recent publications include Boote, D. N. (forthcoming). Learning from the literature: Some pedagogies. In A. Lee & S. Danby (Eds.), Reshaping doctoral education: International programs and pedagogies. New York: Routledge; and Boote, D. N. (2010) Commentary 3 on “Reconceptualizing Mathematics Education as a Design Science.” In B. Sriraman & L. English (Eds.), Theories in Mathematics Education: Seeking New Frontiers (pp. 159–168). Berlin, Germany: Springer.
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