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Douglas L. Corey, Blake E. Peterson, Benjamin Merrill Lewis, and Jared Bukarau

Previous research gives evidence that Japanese mathematics teachers “may have a more detailed and widely shared theory about how to teach effectively” when compared to their U.S. counterparts (Jacobs & Morita, 2002). This study explores the conceptions and cultural scripts of a group of Japanese mathematics teachers by analyzing the conversations between cooperating teachers and student teachers. It describes 6 principles of high-quality instruction that arose in at least half the conversations we analyzed. Each of these principles is examined in detail. Finally, some advantages of having a strong, shared conception of high-quality instruction and focusing on widely applicable instructional principles are presented.

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Blake E. Peterson, Douglas L. Corey, Benjamin M. Lewis, and Jared Bukarau

What can American teachers learn about high-quality mathematics instruction from the Japanese teacher education process?