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Collaborations: Meeting the new goals, new realities <June K. Phillips> xi Professional standards that challenge xi Collaborations to develop effective classroom practices and to reform curriculum xiii Cases of collaboration in the Reports xiv Reflections from Outside the Collaborations xvii Professional collaboration: A perspective from the mathematics standards <Mary Montgomery Lindquist and Linda P. Rosen> 1 The NCTM Standards and associated activities 2 The Standards and their development 2 Main messages of the Standards 4 Awareness activities 5 Professional development activities 8 Connecting activities 9 Monitoring activities 10 Future activities 11 Lesosns learned: Change and challenges 11 Lesson 1: Ownrship and openness 12 Lesson 2: Dialog and digestion 13 Lesosn 3: Coherence and comprehensiveness 14 Lesson 4: Partners and professional help 15 Lesson 5: Assessing and adjusting 17 The teacher's voice: A view from a national standards pilot site <Kathleen M. Riordan and Rita A. Oleksak> 21 Pilot site selection process 22 The Springfield, Massachusetts, pilot site 23 Demographics 23 Teacher participants 24 The project focus 24 Findings form the field 25 Springfield: One year later 28 Reflections on the National Standards Pilot Site processes 28 Conclusion 29 Communication goal: Meaning making through a whole language approach <Bonnie Adair-Hauck and Philomena Cumo-Johanssen> 35 The need to explore other cognitive and psychological models for guidance 38 A whole language approach to language learning 40 PACE: A model to focus on meaning and form 42 The motivating question: How would this model actually look in practice? 45 School setting and subjects 46 Data collection 46 Data source 48 Analysis of the data 49 Completing the cycle of PACE 75 A dynamic web of interelated events 76 Phase IV: Extension activities 79 Summary of qualitative analyses 80 Reflection on the goal 84 Personal voice of the teacher 86 Personal vocie of the researcher 87 Voices of the students 88 Future concenrs 89 Dissemination of the project 91 Appendix: Synopses of the stories 95 Addressing the culture goal with authentic video <Ana Maria Schwartz and Mark S. Kavanaugh> 97 To collaborate: To work together in a joint intellectual effort 97 Overview of the Chapter 98 The cultures goal 98 Teaching culture with the Standards 100 Planning the immigration unit 102 Action research: A reflective cycle 103 Phase One: Identifying and clarifying the problem 104 Research questions 106 Phase Two: Describing and epxlaining the context 107 The setting 107 Phase Three: Constructing and implementing the general plan 108 Phase Four: Evaluating the project 113 Student data 114 Classroom teacher's observations o fproject and activities 127 University faculty member's observations of project and activities 129 Teacher's reflection on the collaboration 132 What did I learn about myself as a teacher / researcher? 134 What did I learn about myself as an inventor? 134 What changes will I make in my practice as a result of this project? 135 Conclusions 136 Where do we go from here? 138 Connections: A K-8 / University collaboration to promote interdisciplinary teaching <Eileen B. Lorenz and Pierre Verdaguer> 141 Linguistic and cultural comparisons: Middle school African American students learning Arabic <Zena Moore and Mark Anthony English> 173 Communities of learners: From New York to Chile <Mari Has and Margaret Reardon> 213 Reflections on the collaborative projects: Two perspectives, two professionals <Dale L. Lange and Joseph A. Wieczorek> 243 Video guide to collaborations: Meeting new goals, new realities 273 Northeast Conference Reports 1954-1996 275 Northeast Conference Reports Editors and Authors 1954-1996 287 Northeast Conference Officers and Directors since 1954 295 |
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