Search results for: Chambliss Marylin J.

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Crossing the Borders Again: Challenges in Comparing Quality Instruction in Mathematics and Reading
Authors: Graeber Anna O., Newton Kristie J., Chambliss Marylin J.
In this article, the authors focus on one aspect of instruction, the extent of cognitive demand that characterizes reading and mathematics instruction in fourth- and fifth-grade classrooms. The authors wanted to explore whether the instructional styles of teachers who teach in both subject areas exhibited similar amounts of cognitive demand. The findings suggest that the level of cognitive demand exhibited in the tasks teachers pose and the responses and work of students are similar in mathematics and reading.
Published: 2012
Updated: May. 28, 2012
2
Epistemological Threads in the Fabric of Pedagogical Research
Authors: Chambliss Marylin J., Alexander Patricia A., Price Jeremy N.
The purpose of this article is to focus a philosophical lens on quality teaching in general, and the High-Quality Teaching (HQT) study in particular, an examination of what teachers do to help fourth- and fifth-grade students succeed in reading and mathematics. The authors' intent is to demonstrate how such philosophical scrutiny can lead to a fuller understanding of high-quality teaching in its varied manifestations.
Published: 2012
Updated: May. 23, 2012