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Charles Munter
Charles Munter
Bestätigte E-Mail-Adresse bei missouri.edu
Titel
Zitiert von
Zitiert von
Jahr
Developing visions of high-quality mathematics instruction
C Munter
Journal for research in mathematics education 45 (5), 584-635, 2014
2342014
Dialogic and direct instruction: Two distinct models of mathematics instruction and the debate (s) surrounding them
C Munter, MK Stein, MS Smith
Teachers College Record 117 (11), 1-32, 2015
1082015
Evaluating math recovery: Assessing the causal impact of a diagnostic tutoring program on student achievement
TM Smith, P Cobb, DC Farran, DS Cordray, C Munter
American Educational Research Journal 50 (2), 397-428, 2013
1042013
Examining relations between mathematics teachers’ instructional vision and knowledge and change in practice
C Munter, R Correnti
American Journal of Education 123 (2), 000-000, 2017
852017
Examining Relations between Teachers’ Explanations of Sources of Students’ Difficulty in Mathematics and Students’ Opportunities to Learn
AG Wilhelm, C Munter, K Jackson
The Elementary School Journal, 2017
642017
The spatial production of learning opportunities in skateboard parks
JY Ma, C Munter
Mind, Culture, and Activity 21 (3), 238-258, 2014
582014
The role of program theory in evaluation research: a consideration of the what works clearinghouse standards in the case of mathematics education
C Munter, P Cobb, C Shekell
American Journal of Evaluation 37 (1), 7-26, 2016
352016
Assessing fidelity of implementation of an unprescribed, diagnostic mathematics intervention
C Munter, AG Wilhelm, P Cobb, DS Cordray
Journal of Research on Educational Effectiveness 7 (1), 83-113, 2014
352014
Mathematics teachers’ knowledge, networks, practice, and change in instructional visions
C Munter, AG Wilhelm
Journal of Teacher Education 72 (3), 342-354, 2021
322021
Conflicting frames: a case of misalignment between professional development efforts and a teacher’s practice in a high school mathematics classroom
E Heyd-Metzuyanim, C Munter, J Greeno
Educational Studies in Mathematics 97, 21-37, 2018
292018
“Students get what flows downward”: District leaders’ rationalizations of the standardized testing of children
C Munter, C Haines
The Educational Forum 83 (2), 160-180, 2019
262019
Defining visions of high-quality mathematics instruction
C Munter
Proceedings of the 31st annual meeting of the North American Chapter of the …, 2009
122009
Mathematics teachers’ enactment of cognitively demanding tasks and students’ perception of racial differences in opportunity
C Munter, C Haines
Mathematical Thinking and Learning 21 (3), 155-177, 2019
112019
Is There a Common Pedagogical Core?: Examining Instructional Practices of Competing Models of Mathematics Teaching
C Munter, MK Stein, MS Smith
NCSM Journal of Mathematics Education Leadership 16 (2), 3-13, 2015
102015
Adolescent perceptions of being known in the mathematics classroom
TLB Wallace, C Munter
The Journal of Mathematical Behavior 54, 100677, 2019
92019
Evaluating math recovery: The impact of implementation fidelity on student outcomes
C Munter
Vanderbilt University, 2010
92010
Specifying goals for students’ mathematics learning and the development of teachers’ knowledge, perspectives, and practice
K Jackson, AG Wilhelm, C Munter
Systems for instructional improvement: Creating coherence from the classroom …, 2018
72018
Envisioning the Role of the Mathematics Teacher.
C Munter
NCSM Journal of Mathematics Education Leadership 16 (1), 29-40, 2015
62015
Conducting design research at the district level
PA Cobb, EC Henrick, C Munter
annual meeting of the American Educational Research Association, New Orleans, LA, 2011
62011
Educational design research at the district level: A methodology for supporting instructional improvement in middle school mathematics at scale
E Henrick, P Cobb, C Munter
Educational Design Research Conference, Athens, GA, 2010
52010
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