TY - JOUR
T1 - A fifth-grade teacher's reconstruction of mathematics and literacy teaching
T2 - Exploring interactions among identity, learning, and subject matter
AU - Spillane, James P.
PY - 2000/1/1
Y1 - 2000/1/1
N2 - In this article I explore the interaction between the subject-matter contexts of a fifth-grade teacher's work and her identity as a teacher and learner. Arguing that her identity as a teacher and as a learner about teaching differed substantially in mathematics compared with literacy, I consider interactions among this teacher's identity, the subjects she taught, and her learning from and about reform. The article illuminates how subject-matter-sensitive differences in her identity as a teacher and as a learner influenced the very different learning opportunities, as well as the substantial differences in her stance as a learner, in mathematics compared with literacy. These differences in her learning contributed to substantial variation in her enactment of reform in mathematics compared with literacy.
AB - In this article I explore the interaction between the subject-matter contexts of a fifth-grade teacher's work and her identity as a teacher and learner. Arguing that her identity as a teacher and as a learner about teaching differed substantially in mathematics compared with literacy, I consider interactions among this teacher's identity, the subjects she taught, and her learning from and about reform. The article illuminates how subject-matter-sensitive differences in her identity as a teacher and as a learner influenced the very different learning opportunities, as well as the substantial differences in her stance as a learner, in mathematics compared with literacy. These differences in her learning contributed to substantial variation in her enactment of reform in mathematics compared with literacy.
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U2 - 10.1086/499644
DO - 10.1086/499644
M3 - Article
AN - SCOPUS:0000354182
SN - 0013-5984
VL - 100
SP - 307
EP - 330
JO - Elementary School Journal
JF - Elementary School Journal
IS - 4
ER -