Crossroads of the classroom : narrative intersections of teacher knowledge and subject matter / edited by Vicki Ross, Elaine Chan, Dixie K. Keyes.

Online resource; title from PDF title page (EBSCO, viewed June 1, 2017).

Front Cover; Crossroads of the Classroom: Narrative Intersections of Teacher Knowledge and Subject Matter; Copyright Page; Contents; List of Contributors; Acknowledgments; Teachers' Stories of Navigating the Intersection of Subject Matter and Teacher Knowledge; Vicki's Story: Teaching as Inquiry; Elaine's Story: How Helpful Is "Teacher Knowledge" for Teaching?; Objectives for the Volume; Theoretical Foundations; Review of Relevant Literature; Crossroads as a Metaphor for Thinking about the Intersections of Subject Matter and Teacher Knowledge; Introduction of the Chapters.

Examining Intersections of Teacher Knowledge and Subject Matter Knowledge Using Narrative Inquiry Approaches; Dixie's Story: Teacher Knowledge as Learning from Tensions; References; Section I: Entering the Crossroads through Stories at the Elementary Level; Variegated Stories of Professional Development: Striking a/n Im/Balance between Science and Mathematics Content Knowledge and Teacher Knowledge; Subject Matter Knowledge and Teacher Knowledge: Storying and Restorying Professional Development; Context of Inquiry: MSP Professional Development Program; Theoretical Framework.

Elissa's MSP Experience; Knowledge, Development, and Identity Complexities Heard in Elissa's Storying of Experience; Shannon's Storying of MSP: A Different Set of Assumptions; Mathematics Professional Development with Shannon and Vicki; Professional Development from Vicki's Point of View; The Professional Development Workshop Begins; Shannon: Assumptions about Professional Development; End of Day Reflections: Our Teachers' Storying of Professional Development; Vicki: Assumptions about Professional Development; Restorying Teacher Professional Development: Learning from Our Experiences.

Chapter Conclusions: Pausing in the Center of the Intersection; References; Stories and Statistics: A Mixed Picture of Gender Equity in Mathematics; Introduction; Mathematics Anxiety and Women Elementary Preservice Teachers; Stereotyping about Girls and Mathematics; Mathematics Achievements among Girls; Guiding Framework for Conceptualizing This Chapter; What Is Mathematics Anxiety?; Narrative Research in Teacher Education; Instructional Context; Narrative Applications Related to Subject Matter; Analysis; Findings; Theme 1: Losing My Breath in the Mathematics Classroom.

Theme 2: Compromised Female Mathematical Capital: Diminished Return on Investments; Theme 3: Race to the Finish But Stalled from the Start; Theme 4: Girl Gravity: Free Falling in Mathematical Confidence; Theme 5: F = Failure Forever; Theme 6: The Power of One: Making a Mathematical Difference; Theme 7: Luminosity Remembered: Stand Up and Stand Out Moments in Mathematics; Theme 8: Mathematical Mirth: Where Meaning and Merriment Come Together; Conclusion; References; A Glimpse into the Future: Practice Teaching in Fifth-Grade Math; Shifting Identities: Becoming Teachers, Being Teachers.

This book aims to explore and make visible the intersection of subject matter knowledge and teacher knowledge in the narratives of teachers. This complicated interaction between these two bodies of knowledge is often studied and little understood.

Includes bibliographical references and index.

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