** Teacher learning**

Cohen, S. (2004). Teachers’ professional development and the elementary mathematics classroom: Bringing understandings to light. Mahwah, NJ: Erlbaum.

Hammerness, K., Darling-Hammond, L., Bransford, J. with Berliner, D., Cochran-Smith, M., McDonald, M., & Zeichner, K. (2005). How teachers learn and develop. In L. Darling- Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358-389). San Francisco: Jossey-Bass.

Moschkovich, J. (2007). Bilingual mathematics learners: How views of language, bilingual learners, and mathematical communication affect instruction. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 89- 104). New York: Teachers College Press.

Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.

**Teacher knowledge**

Hill, H. C., & Ball, D. L. (2004). Learning mathematics for teaching: Results from California’s mathematics professional development institutes. Journal for Research in Mathematics Education, 35, 330-351.

Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42, 371-406.

Philipp, R. A., Ambrose, R., Lamb, L L. C., Sowder, J. T., Schnappelle, B. P., Sowder, L., Thanheiser, E., & Chauvot, J. (2007). Effects of early field experiences on the mathematical content knowledge and beliefs of prospective elementary school teachers: An experimental study. Journal for Research in Mathematics Education, 38, 438-476.

Stein, M. K., & Lane, S., (1996). Instructional tasks and the development of student capacity to think and reason: An analysis of the relationship between teaching and learning in a reform mathematics project. Educational Research and Evaluation, 2, 50-80.

Preservice teacher education (How might prospective teachers learn to teach in a way that they have not been taught?)

Darling-Hammond, L., Hammerness, K., with Grossman, P., Rust, F., & Shulman, L. (2005). The design of teacher education programs. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 390-441). San Francisco: Jossey-Bass.

Gutstein, E. (2007). “So one question leads to another”: Using mathematics to develop a pedagogy of questioning. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 51-68). New York: Teachers College Press.

Mewborn, D. S. (2000). Learning to teach elementary mathematics: Ecological elements of a field experience. Journal of Mathematics Teacher Education, 3, 27-46.

Sowder, J. T. (2007). The mathematical education and development of teachers. In F. K. Lester, Jr., (Ed.), Second handbook of research on mathematics teaching and learning (pp. 199- 204 only), Reston, VA: National Council of Teachers of Mathematics.

**Perspectives on professional development as a mechanism for reform**

Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco: Jossey-Bass.

Davis, F. E., West, M. W., Greeno, J. G., Gresalfi, M. S., & Martin, H. T. (2007). Transactions of mathematical knowledge in the Algebra Project. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 69-88). New York: Teachers College Press.

Little, J.W. (1993). Teachers’ professional development in a climate of educational reform. Educational Evaluation and Policy Analysis, 15, 129-151.

Thompson, C. L., & Zeuli, J. S. (1999). The frame and the tapestry: Standards-based reform and professional development. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 341-375). San Francisco: Jossey-Bass.

**What do we know about effective professional development?**

Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915-945.

Heck, D. J., Banilower, E. R., Weiss, I. R., & Rosenberg, S. L. (2008). Studying the effects of professional development: The case of the NSF’s Local Systemic Change through Teacher Enhancement Initiative, Journal for Research in Mathematics Education, 39, 113-152.

Sowder, J. T. (2007). The mathematical education and development of teachers. In F. K. Lester, Jr., (Ed.), Second handbook of research on mathematics teaching and learning (pp. 157- 199; 204-223 only). Reston, VA: National Council of Teachers of Mathematics.

**Conducting professional development**

Cobb, P., & Hodge, L. L. (2007). Culture, identity and equity in the mathematics classroom. In N. S. Nasir & P. Cobb (Eds.), Improving access to mathematics: Diversity and equity in the classroom (pp. 159-171). New York: Teachers College Press.

Desimone, L. M., Smith, T. M., & Phillips, K. J. R. (2007). Does policy influence mathematics and science teachers’ participation in professional development? Teachers College Record, 109, 1086-1122.

Stein, M. K., Smith, M. S., & Silver, E. A. (1999). The development of professional developers: Learning to assist teachers in new settings in new ways. Harvard Educational Review, 69, 237-269.

Wayne, A. J., Yoon, K. S., Zhu, P., Cronen, S., & Garet, M. S. (2008). Experimenting with teacher professional development: Motives and methods. Educational Researcher, 37 469- 479.

**The intersection of mathematics education policy and practice**

Spillane, J. P. (2004). Standards deviation: How schools misunderstand education policy. Cambridge, MA: Harvard University Press.

I**ssues for reform**

Burris, C. C., Heubert, J. P., & Levin, H. M. (2006). Accelerating mathematics achievement using heterogeneous grouping. American Educational Research Journal, 43, 105-136.

Spillane, J. P., & Thompson, C. L. (1997). Reconstructing conceptions of local capacity: The local education agency’s capacity for ambitious instructional reform. Educational Evaluation and Policy Analysis, 19, 185-203.

Tate, W. F., & Rousseau, C. (2007). Engineering change in mathematics education: Research, policy and practice. In F. K. Lester, Jr., (Ed.), Second handbook of research on mathematics teaching and learning (pp.1209-1246). Reston, VA: National Council of Teachers of Mathematics.

Walker, E. N. (2006). Urban high school students’ academic communities and their effects on mathematics success. American Educational Research Journal, 43,43-73.

**National Mathematics Panel**

Borko, H., & Whitcomb, J. (2008). Teachers, teaching and teacher education; Comments on the National Mathematics Advisory Panel’s report. Educational Researcher, 37, 565-572.

National Mathematics Advisory Panel. (2008). Foundations for success: Findings and recommendations from the National Mathematics Advisory Panel (ED 00424P). Washington, DC: US Department of Education.

Sloane, F. C. (2008). Randomized trials in mathematics education: Recalibrating the proposed high watermark. Educational Researcher, 37, 624-630.

Spillane, J. P. (2008). Policy, politics, and the National Mathematics Advisory Panel report. Educational Researcher, 37, 638-644.

**Professional Development**

Elmore, R. F., & Burney, D. (1999). Investing in teacher learning: Staff development and instructional improvement. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 263-291). San Francisco: Jossey-Bass.

Fennema, E., Carpenter, T. P., Franke, M. L., Levi, L., Jacobs, V. R., & Empson, S. B. (1996). A longitudinal study of learning to use children’s thinking in mathematics instruction. Journal for Research in Mathematics Education, 27, 403-434.

Hawley, W. D., & Valli, L. (1999). The essentials of effective professional development: A new consensus. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 127-150). San Francisco: Jossey-Bass.

Loucks-Horsley, S., Hewson, P. W., Love, N., & Stiles, K. E. (1998). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin.

Smith, M. S. (2001). Practice-based professional development for teachers of mathematics. Reston, VA: National Council of Teachers of Mathematics.

Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. In A. Iran-Nejad & P. D. Pearson (Eds.), Review of research in education (Vol. 24, pp. 173- 209). Washington, D.C.: American Educational Research Association.

**Teacher Change and Leadership**

Burch, P. & Spillane, J. P. (2003). Elementary school leadership strategies and subject matter: Reforming mathematics and literacy instruction. The Elementary School Journal, 103, 519-535.

Drake, C., & Sherin, M. G. (2006). Practicing change: Curriculum adaptation and teacher narrative in the context of mathematics education reform. Curriculum Inquiry, 36, 153- 187.

Fullan, M., & Stiegelbauer, S. (1991). The new meaning of educational change. New York: Teachers College Press.

Miller, B., Moon, J., & Elko, S. (2000). Teacher leadership in mathematics and science. Portsmouth, NH: Heinemann.

Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 905-947). Washington, D. C.: American Educational Research Association.

Spillane, J. P. (2002). Local theories of teacher change: The pedagogy of district policies and programs. Teachers College Record, 104, 377-420.

Spillane, J. P., Diamond, J. B., & Jita, L. (2003). Leading instruction: the distribution of leadership for instruction. Journal of Curriculum Studies, 35, 533-543.

Strahan, D. (2003). Promoting a collaborative professional culture in three elementary schools that have beaten the odds. The Elementary School Journal, 104, 127-146.

van den Berg, R. (2002). Teachers’ meanings regarding educational practice. Review of Educational Research, 72, 577-625.

Wang, J., & Odell, S. J. (2002). Mentored learning to teach according to standards-based reform: A critical review. Review of Educational Research, 72, 481-546.

West, L., & Staub, F. C. (2003). Content-focused coaching: Transforming mathematics lessons. Portsmouth, NH: Heinemann.

York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74, 255-316.

**Teacher Education**

Ball, D. L., Lubienski, S. T., & Mewborn, D. S. (2001). Research on teaching mathematics: The unsolved problem of teachers’ mathematical knowledge. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 433-456). New York: Macmillan.

Cochran-Smith, M. (1995). Color blindness and basket making are not the answers: Confronting the dilemmas of race, culture, and language diversity in teacher education. American Educational Research Journal, 32, 493-522.

Conference Board of the Mathematical Sciences. (2001). The mathematical education of teachers: Vol. 11. Issues in mathematics education. Providence, RI: American Mathematical Society.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32, 465-491.

Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52, 94-106.

Steele, D. F. (2001). The interfacing of preservice and inservice experiences of reform-based teaching: A longitudinal study. Journal of Mathematics Teacher Education, 4, 139-172.

Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2000). Implementing standards- based mathematics instruction: A casebook for professional development. New York: Teachers College Press.

Wilson, S. M., Floden, R. E., Ferrini-Mundy, J. (2001). Teacher preparation research: Current knowledge, gaps, and recommendations (Center for the Study of Teaching and Policy Document R-01-3). Seattle: University of Washington. Available on-line at http://depts.washington.edu/ctpmail/ Click on Publications and then Research Reports.

**Policy and Reform**

Desimone, L. (2002). How can comprehensive school reform models be successfully implemented? Review of Educational Research, 72, 433-479.

Gamoran, A., Anderson, C. W., Quiroz, P. A., Secada, W. G., Williams, T., & Ashmann, S. (2003). Transforming teaching in math and science: How schools and districts can support change. New York: Teachers College Press.

Gold, B. A. (1999). Punctuated legitimacy: A theory of educational change. Teachers College

Record, 101, 192-219.

Knapp, M.S. (1997). Between systemic reforms and the mathematics and science classroom: The dynamics of innovation, implementation, and professional learning. Review of Educational Research, 67, 227-266.

McCaffrey, D., F., Hamilton, L. S., Stecher, B. M., Klein, S. P., Bugliari, D., & Robyn, A. (2001). Interactions among instructional practices, curriculum and student achievement: The case of standards-based high school mathematics. Journal for Research in Mathematics Education, 32, 493-517.

Newmann, F. M., & Associates (Eds.). (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey Bass.

O’Day, J. A., & Smith, M. S. (1993). Systemic reform and educational opportunity. In S. H. Fuhrman (Ed.), Designing coherent education policy: Improving the system (pp. 250- 312). San Francisco: Jossey-Bass.

Pollock, M. (2001). How the question we ask most about race in education is the very question we most suppress. Educational Researcher, 30(9), 2-12.

Reys, R., Reys, B., Lapan, R., Holliday, G., & Wasman, D. (2003). Assessing the impact of Standards-based middle grades mathematics curriculum materials on student achievement. Journal for Research in Mathematics Education, 34, 74-95.

Rowan, B., Correnti, R., & Miller, R. J. (2002). What large-scale survey research tells us about teacher effects on student achievement: Insights from the Prospects stud of elementary schools. Teachers College Record, 108, 1525-1567.

Spillane, J. P. (2000). Cognition and policy implementation: District policymakers and the reform of mathematics education. Cognition and Instruction, 18, 141-179.

Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72, 387-431.

Wood, T., & Sellers, P. (1997). Deepening the analysis: Longitudinal assessment of a problem- centered mathematics program. Journal for Research in Mathematics Education, 28, 163- 186.