The Ambiguity of Teaching to the Test Standards

222 REFERENCES
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in
Education, 5, 7–74.
Blase, J. (1993). The micropolitics of effective school-based leadership: Teachers’
perspectives. Educational Administration Quarterly, 24, 143–163.
Blase, J., & Blase, J. (1999). Principals’ instructional leadership and teacher development:
Teacher perspectives. Educational Administration Quarterly, 35(3), 349–378.
Boaler, J. (2002). Learning from teaching: Exploring the relationship between reform
curriculum and equity. Journal for Research in Mathematics Education, 33(4),
239–258.
Borko, H., & Elliott, R. (1999). Hands-on pedagogy versus hands-off accountability:
Tensions between competing commitments for exemplary math teachers in
Kentucky. Phi Delta Kappan, 80(5), 394–400.
Bossert, S. T. (1988). School effects. In N. J. Boyan (Ed.), Handbook of research on educational
administration (pp. 341–351). White Plains, NY: Longman.
Brophy, J., & Good, T. L. (1986). Teacher behavior and student achievement. In M.
Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 328–375). New
York: Macmillan.
Bulgar, S. (2002). Through a teacher’s lens: Children’s constructions of division of fractions.
Unpublished doctoral dissertation. New Brunswick, NJ: Rutgers University
Press.
Bulgar, S., Schorr, R. Y., & Maher, C. A. (2002). Teachers’ questions and their role in
helping students build an understanding of division of fractions. In Proceedings of
Psychology of Mathematics Education—XXVI (pp. 161–168). Norwich, England.
Burch, P., & Spillane, J. P. (2001, April). Subject matter and elementary school leadership:
Leaders’ thinking about mathematics and literacy in the context of their school reform initiatives.
Paper presented at the annual meeting of the American Educational Research
Association, Seattle, WA.
Burns, J. M. (1978). Leadership. New York: Harper & Row.
Camara, W., & Schmidt, A. E. (1999). Group differences in standardized testing and
social stratification (College Board Rpt. No. 99-5). New York: College Entrance
Examination Board.
Campbell, P. (1995). Project IMPACT: Increasing mathematics power for all children
and teachers. Phase 1, final report. College Park: Center for Mathematics Education,
University of Maryland.
Carpenter, T. P., Fennema, E., Peterson, P. L., Chiang, C.-P., & Loef, M. (1989).
Using knowledge of children’s mathematics thinking in classroom teaching: An
experimental study. American Educational Research Journal, 26(4), 499–531.
Carpenter, T. P., & Lehrer, R. (1999). Teaching and learning mathematics with understanding.
In E. Fennema & T. A. Romberg (Eds.), Mathematics classrooms that
promote understanding (pp. 19–32). Mahwah, NJ: Lawrence Erlbaum Associates.
Clotfelter, C. T., & Ladd, H. F. (1996). Recognizing and rewarding success in public
schools. In H. F. Ladd (Ed.), Holding schools accountable: Performance-based reform
in education (pp. 23–63). Washington, DC: Brookings Institution.
Cobb, P., Boufi, A., McClain, K., & Whitenack, J. (1997). Reflective discourse and collective
reflection. Journal for Research in Mathematics Education, 28(3), 258–277.
Cobb, P., Wood, T., & Yackel, E. (1990). Classrooms as learning environments for
teachers and researchers. In R. B. Davis, C. A. Maher, & N. Noddings (Eds.),