Division L - Educational Policies and Politics / Division L - Section 3: Curriculum and Instructional Practice

Approaches to Instructional Change in the Era of Common Core - Megan Duff, Teachers College, Columbia University; Angela Lyle, University of Michigan - Ann Arbor; Clare Buckley Flack, Teachers College, Columbia University; Diane Massell, Consortium for Policy Research in Education; Priscilla Wohlstetter, Teachers College, Columbia University

Return to Algebra II: The Effect of Mandatory Math Coursework on Postsecondary Attainment - Soobin Kim, Michigan State University

Teaching Mathematics for Conceptual Understanding: Teachers' Vision, Practices, and Their Perceived Constraints - Zahid Kisa, Florida State University; Bilge Yurekli, University of Pittsburgh; Richard James Correnti, University of Pittsburgh; Mary Kay Stein, University of Pittsburgh

Two Conflicting Forces: How Teachers' Perceived Pressure Associated With Teacher Evaluation Shapes Mathematics Instruction - Jihyun Kim, Lehigh University; Peter A. Youngs, University of Virginia; Kenneth A. Frank, Michigan State University

What Does Curriculum Tell Us About Continuity Between Preschool and Elementary? - Kelly McMahon, Northwestern University; Kristin Lyn Whyte, Mount Mary University; Sonia Olivia Pacheco Ibarra, University of California - Los Angeles