000			03596cam a2200409Ii 4500
001			ocn938890865
003			OCoLC
005			20240726104735.0
008			160212t20152015mdua ob 001 0 eng d
040			_aNT _beng _erda _epn _cNT _dNT _dYDXCP _dOCLCA _dIDEBK _dEBLCP _dCDX _dOCLCF _dOCLCQ _dMUU
020			_a9781475808506 _q((electronic)l(electronic)ctronic)
050	0	4	_aQA11 _b.W446 2015
049			_aMAIN
100	1		_aMarshall, Patricia L., _d1956- _e1
245	1	0	_aWhen critical multiculturalism meets mathematics : _ba mixed methods study of professional development and teacher identity / _cPatricia L. Marshall, Jessica T. DeCuir-Gunby and Allison W. McCulloch.
260			_aLanham, Md. : _bRowman and Littlefield, _c(c)2015.
300			_a1 online resource (xviii, 171 pages) : _billustrations
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_adata file _2rda
504			_a2
505	0	0	_tMulticultural education and high-quality mathematics teaching -- _tBeyond licensure renewal credits in teacher professional development -- _tMath learners and cultural beings : K-2 teachers as dreamkeepers -- _tDreaming a bigger dream : the primary care teachers -- _tA theory/practice chasm : the secondary case teachers -- _tToward a liberating professional identity -- _tAppendices: 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.
520	0		_a"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.
530			_a2 _ub
650		0	_aMathematics _xStudy and teaching.
650		0	_aTeachers _xTraining of.
650		0	_aMulticultural education.
650		0	_aCritical pedagogy.
655		1	_aElectronic Books.
700	1		_aDecuir-Gunby, Jessica T., _e1
700	1		_aMcCulloch, Allison W., _e1
856	4	0	_zClick to access digital title | log in using your CIU ID number and my.ciu.edu password. _uhttpss://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=1168270&site=eds-live&custid=s3260518
942			_cOB _D _eEB _hQA. _m2015 _QOL _R _x _8NFIC _2LOC
994			_a92 _bNT
999			_c76737 _d76737
902			_a1 _bCynthia Snell _c1 _dCynthia Snell