Review by Choice Review
Throughout the 1990s state legislatures and courts nationwide have mandated, with widespread public support, changes in educational finance, governance, and curriculum that span the gamut of elementary and secondary school operations. As these changes evolved, reform innovations pushed closer toward the core processes of schooling, which have always been teaching and learning. This volume examines one professional network of teachers and the role that network plays in helping teachers implement challenging mathematics programs. More specifically, Adams (Vanderbilt Univ.) describes California's attempt to introduce a radical change in the teaching of mathematics in its public schools. He describes how teachers' practices help mold policy and shows how teachers themselves can facilitate their own learning through professional networks. The three sections of the book describe how teacher networks function in the curriculum implementation process, examine specific curriculum implementation classrooms in California, and focus on the networking process as a means of communication. The value of this volume lies in the insights and perspectives offered on the function of change, the relationship of motivation to the process of implementation, and the impact of these processes on policy. Recommended for upper-division undergraduates and above. R. C. Morris State University of West Georgia
Copyright American Library Association, used with permission.