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The Journal of Educational Research Volume 109, 2016 - Issue 6
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Original Articles

“Better to be a pessimist”: A narrative inquiry into mathematics teachers' experience of the transition to the Common Core

Sherri L. MartinieCurriculum and Instruction, Kansas State University, Manhattan, Kansas, USACorrespondence[email protected]
,
Jeong-Hee KimCurriculum and Instruction, Kansas State University, Manhattan, Kansas, USA
&
Deborah AbernathyCurriculum and Instruction, Kansas State University, Manhattan, Kansas, USA
Pages 658-665 | Received 10 Oct 2014, Accepted 11 Feb 2015, Published online: 29 Jun 2016

Citations (7)

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Read on this site (3)

Sarah Wellberg. (2023) Teacher-made tests: why they matter and a framework for analysing mathematics exams. Assessment in Education: Principles, Policy & Practice 30:1, pages 53-75.
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Shelby Cosner, Debbie Leslie & Andria Shyjka. (2020) Supporting Instructional Transformation Tied to Standards-Based Reforms: Examining a Learning-Focused Approach to Supporting School-Wide Implementation. Leadership and Policy in Schools 19:2, pages 252-270.
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Noah Asher Golden. (2018) Narrating neoliberalism: alternative education teachers’ conceptions of their changing roles. Teaching Education 29:1, pages 1-16.
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Articles from other publishers (4)

Wei-Ren Chen. (2022) Gifted Education Teachers’ Concerns about Competency-Based Instruction. Gifted Education International 39:3, pages 443-458.
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Steve Murphy, Lena Danaia, Jacquie Tinkler & Fiona Collins. (2023) Parents’ experiences of mathematics learning at home during the COVID-19 pandemic: a typology of parental engagement in mathematics education. Educational Studies in Mathematics.
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Jennifer Ansorger. (2021) An Analysis of Education Reforms and Assessment in the Core Subjects Using an Adapted Maslow’s Hierarchy: Pre and Post COVID-19. Education Sciences 11:8, pages 376.
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Anne L. Marks, Nathan J. Wilson, Stacy Blythe & Christine Johnston. (2020) The health promotion role of Australian early primary school teachers supporting students with type 1 diabetes. Health Promotion Journal of Australia 31:2, pages 240-250.
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