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District Decision-makers’ Considerations of Equity and Equality Related to Students’ Opportunities to Learn Algebra


by Beth A. Herbel-Eisenmann, Lindsay Keazer & Anne Traynor — 2018


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Cite This Article as: Teachers College Record Volume 120 Number 9, 2018, p. -
http://www.tcrecord.org ID Number: 22139, Date Accessed: 12/17/2017 2:46:28 PM
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About the Author
  • Beth Herbel-Eisenmann
    Michigan State University
    E-mail Author
    BETH HERBEL-EISENMANN is a Professor in Teacher Education at Michigan State University whose focus is on mathematics education. Her research and long-term action research collaborations with practicing teachers involve using ideas from sociolinguistics, discourse analysis, and positioning theory to examine and improve classroom practice and students’ opportunities to learn. In particular, many of these investigations highlight issues of voice, authority, and positioning, with a focus on equitable mathematics teaching and learning. Recent publications appear in Research in Mathematics Education, Journal of Research in Leadership Education, and Educational Studies in Mathematics.
  • Lindsay Keazer
    Central Connecticut State University
    E-mail Author
    LINDSAY KEAZER is an Assistant Professor of Mathematics Education at Central Connecticut State University. Her research examines the experience of teachers making changes to their teaching to foster student engagement in authentic mathematical practices of reasoning and sense-making. She most recently published in Ohio Journal of Teacher Education.
  • Anne Traynor
    Purdue University
    E-mail Author
    ANNE TRAYNOR is an Assistant Professor of Educational Studies at Purdue University. Her research examines test-to-standards alignment methods and evaluates K–12 assessment policy and practice, particularly in science and mathematics. Recent publications have appeared in Structural Equation Modeling and Educational Assessment.
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