TY  - BOOK
AU  - Marshall,Patricia L.
AU  - Decuir-Gunby,Jessica T.
AU  - McCulloch,Allison W.
TI  - When critical multiculturalism meets mathematics: a mixed methods study of professional development and teacher identity 
SN  - 9781475808506
AV  - QA11 .W446 2015
PY  - 2015///
CY  - Lanham, Md.
PB  - Rowman and Littlefield
KW  - Mathematics
KW  - Study and teaching
KW  - Teachers
KW  - Training of
KW  - Multicultural education
KW  - Critical pedagogy
KW  - Electronic Books
N1  - 2; Multicultural education and high-quality mathematics teaching --; Beyond licensure renewal credits in teacher professional development --; Math learners and cultural beings : K-2 teachers as dreamkeepers --; Dreaming a bigger dream : the primary care teachers --; A theory/practice chasm : the secondary case teachers --; Toward a liberating professional identity --; Appendices: Participant demographics ; NMD mathematics lesson analysis rubric ; Sample items from the NMD Teacher Mathematics Questionnaire (TMQ) ; Teacher Dispositions Survey (TDS) ; Sample items from the NMD student mathematics surveys ; Additional findings from the Teacher Mathematics Questionnaire; 2; b
N2  - "When Critical Multiculturalism Meets Mathematics details the development and outcomes of a teacher professional development project that merged multiculturalism and mathematics. In six compact chapters the authors describe the impetus for their multi-year project and present rich case studies of nine teacher participants. The cases stand alone as compelling reading, yet Marshall et al. extend beyond their distinctiveness to explain the statistical data related to the project's broader impact. Emphasizing both qualitative and quantitative findings makes this book ideal for novice researchers interested in mixed method study. Likewise, the authors unveil the anatomy and a few complexities of conducting research in the real world contexts of schools including participant recruitment and resolution of unanticipated matters that can arise within research teams. A unique twist in the final chapter is Marshall et al.'s critique of their own missteps as researchers, which are used skillfully and unobtrusively to proffer tips for future studies. They conclude by theorizing affirmed intersectionality, identified as the critical element that facilitated teachers' recognition and acceptance of the compatibility between the study's two components"--Publisher's description
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ER  -