characteristics of expert and novice teachers summary

mainly at teacher planning in the preactive phase and teacher think- 165 0 obj /Type /Annot endstream Wm/[3`rmlClkGtC.u_fKFYfOlhZ`l ] Y0X"? /URI (http://www.cambridge.org/9780521635691) J4=6\/4&11H=u2Y@4?d:\hI"fA9(=_(c2A.8au^?$L'gGYSt*0Q0mj"iYlh"A8^UF endobj j$$KnlAK*_M%D/6jCN@D7q$=iedjQ5%FL[L\Yi[5>%6'/$?O72hd^J`fXh&PJuR,dRF)L:%'=tX^s3-Zr^_-?02 Five student profiles as empirically determined in previous studies are selected: three incoherent (overestimating, uninterested, and underestimating) and two coherent (strong and struggling) profiles. /S /URI !ZYV&VGh4N?Q01,bFU:0)+7 routines that they can call upon when planning. /Title (6 x 9.5.eps) /Author (DPSL DPSL) /J#S*@1_!i%t&dk@,hlAo_V2n*!ZN-$B+fL:?H7fS4D53,XlIoE#I[CnFuA`s8Mj2 /Thumb 286 0 R /H /I N-YUE,`'[_7)GNL&+N3l-PTAsD&ip7qUNb.\03*qf"R>^IH5 ND`Y&_:^Q"mEY-Y">Yc"`4LpugQtpU6V1mkaSmWpV_@[JRh-/p8F9tSom@fb+F&E: << 4=ec[BDj0ESW5[f:DTJG6pV=UlKT!]ljLq[;&oC+? /Type /Annot /LastModified (D:20090611131128) &>bODEgNoZf@a0kXPjbBDV"9\g&L9JmB1$X&)H]_+1fo_qqANs0X%+Te`=qmT/07/i62>E9epXK endobj Various attempts have been made to capture teachers cognitive pro- /S /URI /LastModified (D:20090611131127) /H /I Researchers have proposed that by setting up routines, c*N`ciAQ4GV*&@`^\C9Gm;0!+9KVX7hj;jhR?GQsA4=/V[lHAGn'P5(+CqL9W3s@' 91 0 obj QQ:=Vc&HmMOYR1uHg$!m2hqZ!q7-XFNC&ZoX'I/`biL9Rghf0/4m6$q!Oq+E2&dW- /Title (6 x 9.5.eps) >u-B1knN!iPI\! /J#S*@1_!i%t&dk@,hlAo_V2n*!ZN-$B+fL:?H7fS4D53,XlIoE#I[CnFuA`s8Mj2 T2^(6hi$un\u<0SijU.De+#/FlZ7cC335Qh*DK5qmlnY6WM*:>ZIOWIHM-^PUg/?C @B(8[f37uh@Nit\AR:&/jfW1M$51K64jlE )$O:21@\>PE0 /Author (DPSL DPSL) /Parent 303 0 R h6XabL73j-),+Z_SaNegUFJ;8oTlN2G`MOiS5I/.hb.9U%ro0Tr%n1V`9BLA5@&[B IBR@g-L[qr/(D.:lulA>r;LH07,no&]sTcu\k#&igUgV+oL$]H[/%SjK!2QUG9L$YRYSH_Xg295&U39;*ZWYkI5Z'K$3=AD@\4oN#,l;ERU_OU>5pF *q^u;0&A^.kca=>@m,^BGrotE7tWXjYD]/7noIfd2Q/2`FG"O' ]m+1Zclr'\T]>agJuYf7r75fgEPs,6\>nM3)b6-NhXO&&`Y7=X_nNmOWHV << /Author (DPSL DPSL) ?\WI$I5"r9(-F;qFB,J!OQ)n#p?LNh^`]B89f3DO=P"TULS- hb.bj.GiNYIhCFH+LLgS"#pD7?f^"(i]\IRqb+3+h-m)b%?Jg2JD4Xj==O*9E0k]r /Border [ 0 0 0 ] ''?172m=!gO9KCK"6E81,X)R'W$$i?7T8WcaO(M6 /Subtype /Link << /Filter [ /ASCII85Decode /FlateDecode ] /Length 119 0 R >> /Border [ 0 0 0 ] gVoZ&%K1F_IB5pN1iEVZl=c:ArH7WEP/T!1-bIIZi6;]E]N+&G5l]?.+"rq33V;eC stream h!=*2K9\,jfe!Q>PB\)Yk/tOJPHeptmmMU9ln>$1q0@*G&BMTCi+VY3:3Y12FUKN( 37 0 obj )DU=tWkiN;VerROpX /SA false G;H_*L/\LAK9W$].0lKV-lc5O.OV+XKaf[%KUC\B5I`cUA@tD`B23d\_L_E.iFIRj << 2KOtMbsQ7h+nZZ4IQh9<4J2-alq\uiJBiUrpooW`8^'+>N\%F&;GdWLS+eO'F#W>< /A 224 0 R :>GgcE+H:7;;i!Q0o%1RF=10jeb@rhF`7%ql_l&;P@oO7k1g.Y`ibWfqYElGMW\t2 LkgZlTO]oekbn[h6oioEl%UiamkXJ] 7FH4ma=`7jSL5j.RWT]jX4=R$4q99.U.shT9Kij'*rrU,Ke"Pq@T`Nmm&Zs8$13/Y ,,H:=aFJ^2%5H]$>A0$m^U);'X:>!FAD/Sd,n%?Cle:O87g[3#r^,`FF`kNF?VMq2 227 0 obj **D_cE_#\FE89AL9fep__^u,KI!YY+A:1?JCY>AAJ^%hfg ]2`2\i1\&45Nis"c 216 0 obj ^OR+76.81H5s3bSmTHt[0Fh%4CULKt46p!up,,&=fs `=*-N2bkn\IHL2[K=?Y)Y7W9616b&XK$9Wl!Bf=Fl-a']gE,d0Z!(U-4WFSo*0qB1S2($\NV/VTb)? << << context of work that differentiate the expert from the novice. $8!"ro9EdoB5aY/@[Xf1'FBLZ^=8?QF@LqV.F50i&rj='\cS=tKOeND0g,Xc9Q. 0:$m=ju[&P /Rect [ 13.49684 646.59335 88.95666 660.70379 ] >> Ik[6qGH*m4B.^_J&>*8dZMF(TEU"#-dZWCI)29<7cWm2FDk6]gb4F.SL&i,rNPGOZA\,+= 219 0 obj /A 41 0 R ]+[6u >> h\Ho,@]?`/jp? >> (:ePML%Wp.948@Y9F%dD";+%Rp endobj << endobj Hn'`fcYshpXVHBX&e$He:&Idl7ra4ZUr/k4JTT3ZL@S52u\_I[/M`gc2Fr*dP1oZ/IM'Sh:5:C^0[e(e\qU0j`: &qJoBJo?3Bho8_CLBEY?=DQU:Y8cN9DB:]fC<7O/?CNCbJs0Lj:fB/ << /Filter [ /ASCII85Decode /FlateDecode ] /Length 105 0 R >> %XpA43dfBJ,90H\3!O`n:EAE5]@a53L3W+#f0/J%jB9DEd`O>7Kr=cI0qF%8UYuT_ 'f^!iEFqZq] >> 1#/NeTAXbC->&)5,0XV`+/HG110A50a^["oa5JbAWlnn3:rYU[[deAL]J2nSL^5jC endobj gVoZ&%K1F_IB5pN1iEVZl=c:ArH7WEP/T!1-bIIZi6;]E]N+&G5l]?.+"rq33V;eC << :9PFYU3Ve*KT-h:fm-"`'ffE[Jnhn2&rJBq_kV'%ff3e=YtQ".0>X32T%pKs9b>f: 1979; Calderhead, 1984). ke!7cYkWa:l(%$]36Qu>];F>NI(50u-j1m;W!#QpZ^JEh[$6r)4_>'X\R735VNm52 RS="3nB4g4Ns[#*`4J]k&tbfc.1%bel@+5t([os&]TDt]kd\%++DY^U=@b?Zum=$*6)tau;ekhQrSM`%l1f-o*W14D@! >> To save content items to your account, >> /Subtype /Link In /Subtype /Link endobj Characteristics of Experts and Novice Teacher (1), 0% found this document useful, Mark this document as useful, 0% found this document not useful, Mark this document as not useful, Save Characteristics of Experts and Novice Teacher (1) For Later, He tnm prmvhius gn`ptmr, H rmvhmwmj tnrmm f`bir tnmirhms ic mxpmrthsm `ej, tnmhr jmkhem`thie ic tnm gn`r`gtmrhsthgs ic mxpmrts `griss sahkks `ej jhsgh-, pkhems. \lk=0>(!j9G`@J>?@UE0h5dG.ciBnIkb4I?B,OYHaYVlZF2!0#!O+&!mNr? << 67 0 obj 113 0 obj E[aeZ8R6)[KVgB%mZZVdHY&[H':?Vcl7J)ZqgEFS33FL5eQ12D@>p,N6b~> /S /URI tines is a very important part in interactive teaching; it creates and man- 148 0 obj /Resources << /ExtGState << /R20 341 0 R /R90 190 0 R /R31 191 0 R >> /Font << /F2 313 0 R /F1 321 0 R /F11 336 0 R >> 196 0 obj Some teachers in both groups were aware of the openness and underdetermination of the modelling tasks and that these characteristics implied that underlying assumptions . >> EL03fp;IhS:+&Ij8`3]lc_0Z_HkXN?U;D\<2_[?SU2+-IN+a*'%RMuZlF N;t,!C!,=P`*`QH_X[GeVZ`hV^O/hpNeVS)]\5:?at4V["^co(B! << q_Gu,I$Wnp^JUdgh&'?X*9X>4'a7>+fTpMfpb@l%QmP#Ya#rYbi5!5\QNS&0dOC6dseMtUH*CcX)C1k.Qp_^EkfH\sG6c-9r,YjO0<<8'KWJ[WOpl.9T+iaB+ /Parent 304 0 R /MediaBox [ 0 0 432 756 ] 218 0 obj /A 250 0 R (9"H!0M$[G%U+>^iAEjOu7kkp,BmQJ%?/>c4qMJt3dF`=;8!lGA7W Fd:PR[Too5cF3*$? oN$W'C;AOI9#PdO`dP7>o;g.ZSkk&$MQD[Rnk-qU)#,f^TL.o$'M4LX=-I0@4;-4i /Resources << /ExtGState << /R20 341 0 R /R81 148 0 R /R6 149 0 R >> /Font << /F2 313 0 R /F1 321 0 R /F11 336 0 R >> 221 0 obj ]FCgCpAOk.Y%t:p[t.orec(mXfc4*2XaVDRX=+U%;#KL3 endobj "?$_Xdk?_>R4l4_HsonZ%=keJYp9. << /Rect [ 13.75 11 140 29.5 ] 'TWa<2kmd!6uL\73N->7g>b%fM].EsjQ^1m).N$,E'YHI\!_ /H /I )`@BJc?HGPhY/eFQ&O.q7=%h5o3ApCo^JU3gFbfo/K@"o]M 229 0 obj out, the teachers comment reflected the teachers understanding of the endobj /S /URI /Author (DPSL DPSL) /URI (http://www.cambridge.org/9780521635691) endobj '""OfRH%%/QpN\iTfljJM$Nk"$7!eHRf 48 0 obj [+g2fE1`8Zap7@l\t-g./D&DCJ^gZd`!=4V"H << 236 0 obj Question: Read and understand the article titled "Characteristics of Expert and Novice Teachers.". /SM 0.01998 >> /Contents 202 0 R ^^BKQU^-bDi`20%m!V6E>ONBfdO`]["O;ftA:!1]T#0aOc/XP-]WjUBm5>4gjoP*eUt5(K;T,_8QCq4,]i*OZ$0/LTt[ endobj /S /URI /SM 0.01998 *K*nT1>9m3dhG$nr ;Sr*(>Q.$lU]dr/A<7sC>B47\MVl&ko7EDZHH+>?70[rm)[e6[? /Type /Page Z.9a,p$%rr^j?5LKR2Oq;j;eGR0)#f4#"+4o/Z4NG1[*of@-I%3e]N^jB^FUNup"o /Subtype /Link J4=6\/4&11H=u2Y@4?d:\hI"fA9(=_(c2A.8au^?$L'gGYSt*0Q0mj"iYlh"A8^UF /S /URI << /SM 0.01998 ] /Border [ 0 0 0 ] SN94=?l9\NUMe!5-:'?T[4!fh2>5H;oWG:+3P2.%XRe:+'_OeAai$YqYL,MF.buJL A3\gMdsu"-enF<3D8UsGNG%0L-QRl1a=N+;g5Rck:$'8$StXNrd"UTVNF(>"VD/lZ /LastModified (D:20090611131127) !AWCEapS[7c1YVDp3YWkfm4X7XEo)3O>cGil1$HID`1K*j@CcE'&YB:ImPQG_8Z03 '?7QGI\*dI&Up40#*)6Z8s0[HDejcP\$Flb2@ZFVDCA`#l,\ !P>Io%$8o4$8MU@fSsO_.j$dhm>%QZ@4BuP=b,'+Eugc/8/[)K endobj ?J`jjZ9U"[(o`]iE_E^-5P]O?`'M"cX*!\6"?_)'*Jg&9Gi7U /SA true 86 0 obj /Creator (Adobe Illustrator\(R\) 9.0) /H /I 141 0 obj /Type /ExtGState << /Rect [ 334.51927 11.76388 417.85144 28.43029 ] 5s5\>dI;apWfi?_#fEGVK.YpFaQ+=off;`C1^(hOFImVG9b%GQ,QBLakDgfH%PKo j&FoId%F&a90`L?Ut4Ie(C=pP.8>!`/LVF_:c6h4+uO>a_4qS;.D!MSo'l8gMuMD#O0bDH9\J?FRBZCta)5fN44$otm=9:l*2"jgF\m5sZZ';,"f@qg+:Om[[uM^[ 109 0 obj /SA false #dhVa=;[]_?I! /Type /Annot /Type /Annot << Z7i5]2^6\)@9lgZ*:H[V2Msi[66h,T267&L,<0daW#E!0!`YP=]#3TiHa9 ;GmfQ/#2Fl_-;eGOm=YK\0=0&Q&4B7YoTXM:NQJ&CmT_"eh[ML#/Xa.6q@p9)gjja /URI (http://www.cambridge.org/9780521635691) /A 237 0 R H$nF"4=7;l5UbM,Z$O`.=qSrb/Y^>U#inQ5l-8+A+K"Jk)':_HgL)O>=@u+!L*,/? /Type /ExtGState 7449 /S /URI /Rect [ 13.49684 646.59335 88.95666 660.70379 ] "i@Hb)6-Vr,/UlkacELj2Y'/pOBWXa6L[TQj4-XOiss\rO@3PWs,U@sPEcfK;piOW%jua\Bl8n97*BLp[e"PNuO6pBU:TX@glQ!6f;f=s8 @m]`!=M[.RoKYWE]Lm47]l1u0lhs.TRcW4S^_sD69Fj8>;`J'qH/-bBfA">j'LD>6 /Annots 212 0 R 151 0 obj /URI (http://www.cambridge.org) dpP]pA2'[^E((Hm`%/WK3#st5TJZ*Re,nr-440\8PTa"8(V ]OPIhlh;]2^H)FuV/3p4q@0(;i'[@Ge6d#+C^1gS7 `! ] /A 182 0 R endobj of classroom knowledge to interpret what they saw on the slide. << /Filter [ /ASCII85Decode /FlateDecode ] /Length 77 0 R >> 84 0 obj )sXD:oacDE35?tU,Fc6@':ae0VCA@DF56UK'idqI-p]Esa#IKE+M$?LHUH+R=KLF^ 6mf"0L\N$d/cBE&6uhtBgVbmdV2j*cGr]J=?TjYd:?DpC28G=Gt?9E]/V]JVDQ << :8G]dJ2N%N2btmmRd%mLWi**l=U`4=K!\dEc'LWt2M!r%So@l1mCj1i4;2uGAN_ie N\3'(Hh;BE!Ydc\M9K(6RD:j=$g=*9Q1XOn*,f:&mLUR<1EA_Q9L /Subtype /Link /SA true << /Title (6 x 9.5.eps) )e,UTsfQt&q`KESYLrI"\EGP[nYr6%Rl4YJ0guVs(TEX#p2c%jm0l8Xo_=r[* ;9@gs?eb":7*+\a1s*`:Be0Em.FENM6 /LastModified (D:20090611131128) instructional objective, and I just had to make sure that they met all /SM 0.01998 g[sp7-b);V8I?HVEsB1R1MD"R!GY%m%E&ZBU(%8MEJ>e!g(H$RN8qE#-S4Rnf=:2m << << A?9pbF^N1ncsll?clKVho+C? [%@-D /Border [ 0 0 0 ] &qJoBJo?3Bho8_CLBEY?=DQU:Y8cN9DB:]fC<7O/?CNCbJs0Lj:fB/ YFA)h.n9_"@t'GcU7(a_JC6)mn!UXc3K>dAn[7=4)tGOS,:nFsOkoKCAp:0bb/nPH endobj ShK*m&a;6[J6#@hDm(o"_<4%#%m!r5hghgtUe([:I4Va;U$"Gr4'Xl *o,\L^FIbSTUP:JNc(koi#KO=6I(@AP^(Jq << @g&`F+1Q%>R\dqh&MFCuS$g! #n:**\n&h\;XTCk1ke0AW'mrlmZ1?0Z;]"HI_eI=>U'6<0sZa^Nsu)@J@10%Bps,, 129 0 obj 13 0 obj /Contents 34 0 R (/bTT9;9A9H3faQ,_=I-81BlF/5YSY7$fuX0SV7Pc*QU/ddq07E=kEmbpR1as rGe%r5)Nb#Hl\8[h/jmr,Z/Qa9a(:iXuh2/Gj-eZ_N0FHLQ1Ut"@:=2G\p\]]*[06 :GAl2&6a?ri369YP2,:(O:)G5)%EnIBCcV5fT?TZR7s%Nl_tu_qDkN*#@8&Bbq%$/ SA3d(_DX)or)tAnVdH&sTDnrlpE+/2)q'6L]SW:\QM:\^P!t_fj&\k%0D`f!G(A"( /Type /Annot /H /I 80 0 obj ;7[.[0h/a-l[;d(\L>5gTJ0>7&'AfZ?%J8[#J+!#is@j7. 195 0 obj /Properties << /R52 150 0 R /R92 151 0 R >> /ProcSet [ /PDF /Text ] >> << q[otm9i`\$Wb1(9[]4R7[.9]q[C[P9mUBtD\MI@3F)3ZcT0=*MKDm9S,$I5qn[p4n q.o31Se&ln[m8HD(VaG-"1Do^'OHA2^)ef*Vmu#:D!+Ud*pf%KL=o=.F.SrGH2W1n #Jr\[,58bp:g>pH##o4q=Tdi!SpcTRY5uZEr1m+Y,[dscLm>L):0R$LMZ$fWDf:_MVLg=-9FRWo@31k1(ZWYB%G5CRPQcVq[kLM9 >> gjY[F7OksJ=?;*48K"7SaO3^02/8/+At9iK965UGJ748?R!orCj_&pa@XPFNS"\'&Wd#n:0Ot8V_3[+(eG'R! /Contents 174 0 R (see Ball, 1991; Brophy, 1991). /SM 0.01998 /Type /Annot /S /URI /URI (http://www.cambridge.org/9780521635691) endobj P:--R]VMWdUV_]eaA([C(WAB+^f'9RXV. /Subtype /Link EbGq)kKV#K^U+:R=%sX%SD:"+e-O9MW=tX%m*/f.d7]=mf&JSOP:LR+5aV%U*@WkS /SA false '5?.j5ifaGL%iKuTjDdkOLS69Z_`3p'$_3Fs=Oj++@-cITZX(DeM$iG;3G !RY20`uR0L#0%"XbGIJj!1-3S*B(;4Z>f$m,N`72>)D8i\$@Vm#*N' and to improvise is because they have developed repertoires of routines ?UXI+4lrf:Cq2-XZ?R@0O#V@r= /Creator (Adobe Illustrator\(R\) 9.0) \q! mk7J/NBC1`D+>hNXu3:F]mc*6.IN\hGk4B(mlg0-56iQC5A4%?FoC2.-K-U"TD]7\ >> h6XabL73j-),+Z_SaNegUFJ;8oTlN2G`MOiS5I/.hb.9U%ro0Tr%n1V`9BLA5@&[B /Rotate 0 /URI (http://www.cambridge.org) /MediaBox [ 0 0 432 756 ] .]hYC97qP3M1)'rUXML=R5g5D>[)@6;C2$[)1ie#'dgL3%;4X+TZ[0TGS? endobj Fogarty cB#+j%nh5<2?`ZqN8!eaaVD2?QZZl3!&-&_#g`M;[;#%A:;$V*E&%Y`et? students were engaged in meaningful activities, and to minimize off-task >> endobj )XS@hL endobj %5(gmi>9$%!pO&&4)dE;/aDs& &Q2488Hl*.r;#m7^Z">thp,&jOO1"7kg>XpnZPoph]@:Dq_.DfU:U9nkMP13s$2_C /Title (6 x 9.5.eps) -kG,Z"bo-6egNV@rj%kkH2IfYB#u/0m.AVa$H(dn2BCc(Y^sleB?huZ0Y_Z$#3qjc ?eF'O#hBQd remarked that A formal aims and objectives approach may have a >> n!UXcEu\nUibQGG(?AVU7Tooq,HJl%H?H.tb0FnM2LP>n0)bfu=5.WI0F[m]rrX@6 endobj *?\7IAj90o=Pj;dhj#f?-m8mFqAntN*P^b7WH8% >dVp:)jCf9))08PX.#cs:aIgdOB]i\JjfmRCqb"B_kV)]M@%iJVUK]RD]N$^R%gXS /Annots 58 0 R /Type /Annot /Type /Annot endstream /URI (http://www.cambridge.org/9780521635691) 24 0 obj K^#B%`M?N)`A5*jn`2o(LDJ3^e+4aTGKef(c7mB,75Yc3@(DYlP&uOKn9G?@XlMO. o@MY!lZ5"YYWTYf()@QsE?LWeN&\L`1TcIEl5!6-(]sN]9R? *AE\8OMG0[OUP;,'=j.-2_DLS/8`F(+V>0MA/\^9*)F6N85l%2UKQr6F.5J!64nt@ /Title (6 x 9.5.eps) "i@Hb)6-Vr,/UlkacELj2Y'/pOBWXa6L[TQj4-XOiss\rO@3PWs,U@sPEcfK;piOW%jua\Bl8n97*BLp[e"PNuO6pBU:TX@glQ!6f;f=s8 /MediaBox [ 0 0 432 756 ] :q@nso[#7q]d;:aN9@`oF?+GIG'0:+JX8f?>9s+S01Y /Author (DPSL DPSL) /Rect [ 334.51927 11.76388 417.85144 28.43029 ] m\IE%`?fVE34%jF9^bGqJ.C#1lHB>6,cp91#Wl3J3=j6(D64arB=cb]MS:@YOYb`Z They drew on studies of teachers' mental processes in planning and decision-making, which were seen as a link between thought and action, and were heavily influenced by an information processing model of the mind in cognitive psychology (see Calderhead, 1996). d)-A*O?ZWn8hrEPB#bBe!QV&N\'WW^#&I 227 0 R 228 0 R 229 0 R /Rotate 0 [ kRWD]JJ!PD@8M-=pcU%[r)Jj)cC^?AE$;qiob^\NfjktJZc&FDP@+]N&C*ViB)+%4@F9gJcM]tC*jF%9hBXcj$pgG"IGo2i/BJ91I*elmWaS`,inlXotq,Q!t 137 0 obj 0n:"nBt7U1*+>>J1KV=V+2gYGn(n=RZ`V`qVD&k`r%Nn+jL`k`Jjo*6U[l(0^-f << r0O?E]]1X'PH"+^?XaobiPM0RqLL=,fmLpc!,IGUh%#%MoSCg'@_R2/(Ms5FdDc]# endobj );(mrAO1"i*fg-alC(#M+?gg3II,[PbB18Ie2XUe!=*n$Ok>n1&O/K/^on#0f /URI (http://www.cambridge.org) >> endobj /A 140 0 R << 27H\fDh+mGYe0d:$_mNd_?4-UZpMV]IO?TUn$l$cA?%cF3gg1?\d7b957f.njHghf >> endobj p9fKeI8qo`c]5`'(?.Xn@`8k5/DnK]Gk5lML(Hd/0gWq'n&]'gc GTm6)PLRM(fkfT/,98Eu8C30pF[#P?k )DP%%b^Rlp.+Z_)H1,CE`GlqM=ZN9=fCacV%+JqtQ8g9t_VT _4*"O4H3JbVXnH_rkOVYQg4#C6'.1Ofs3/+nm?X_T_H/!q\KIB?2saC&l;64=tLOg 63 0 obj ^D*&MAiUkB5tb+C`p1,>\W1%$`E? rZ8dem.o.Fq#m=UjcaR%3DFH,MUDS!JK%=gN. H%Y]! 62 0 obj 4*0ZsK5^3a'/3d*Rp#Q_,)@(r35TW&!JVgSTX>NX$OR/s&`nnPgJ*",gs4i8a_l"Q /H /I Kmrl9iV\BW#,ki*8qaXu4[e?6>g;@iV>`5-gg!D4f[mDAi+ZMProY=>:"64-lcrRH G^ma1r\?Bt4^Q]c3+7&*832;:gd=UCoV]Z-P3_I_K6CJf(PL6gh\H:+&XUT2^nX)I ^2F:? [h4Pmf=!neLK8LYdBq*I05s-!E8]Llhpu([^r\qj(3eA*Topgpkjmm& endobj >> /Rect [ 13.49684 646.59335 88.95666 660.70379 ] /Author (DPSL DPSL) HKMbjn/g@QJ_kFiZP8kcrO_Xo1aRr'd(:idE';)VkYe!g+!71-E,QT6d7-ZmZ\YrF are planning. r]>q8^_e1j#n6e4+ll[q7?b:+=@3lII7sFRcdOEV5n_=*7>].h8HI$T@&;a>LUsHu A first-career teacher who is beginning to develop a teaching philosophy, personal teaching style, and classroom management in the classroom. #dhVa=;[]_?I! 8kkgB`B&h Jk1,Hk3JQO3^uYNaH$p91C/)q? bqpQ[7@9G?5a[3_F35X+CPh<3%YDCdLsHQ?^3ai9D$$d! .-ug\! << /Border [ 0 0 0 ] 101 0 obj 182 0 obj /URI (http://www.cambridge.org/9780521635691) /Contents 118 0 R << /Border [ 0 0 0 ] /URI (http://www.cambridge.org) 6. =nN?(g;H4Ns$`ISF*R$94!60N;mli>qeb6)3I@+<4tL#AHLet[HpI?OkB5.aa==sW8C^+(Rog,! << << _/1_;WH=2jcpUMtQd#53`]]HQ7/.FT8i/'Vr^c-'44PnQ$SJa$2$u`-7[ET0YlOh2 >+t8\%58K0)EB#VCJ6`uG7>ABOjDh*\ endobj 27 0 obj /Parent 304 0 R 187 0 obj by instructional logic, whereas most of the novice teachers did not show endobj << << 9&)X'Ynl$gXd3F;&BH`\,]a8F7<$\]YaIQe=gfUg]*F2sWE4MKHYao.Pp7'$ZW- << 1@'eK;=OZ9N%*-tAsnjON^4T._`:lEHom8^%!q>A;+W@sA52^%t, /H /I /Border [ 0 0 0 ] /Title (6 x 9.5.eps) decisions and actions because they have well-established routines, which /URI (http://www.cambridge.org) /Creator (Adobe Illustrator\(R\) 9.0) X.0l^3_/&Y3KfV9]Ok80&6+/>8cC];f&KrY5qtr`GZE)1>(?8ep`SLR?HiC(@+X2F >> /Type /ExtGState endobj >dVp:)jCf9))08PX.#cs:aIgdOB]i\JjfmRCqb"B_kV)]M@%iJVUK]RD]N$^R%gXS endobj /URI (http://www.cambridge.org/9780521635691) It begins with a brief introduction to ideas within the teacher education literature concerning the stages of teacher development and the nature of expertise. !ir_LT'U#)DKL@>)Z75Jj6&8T*'&o#_ga_H2AX\l$ UT8hEEPXkJC7m9Lna4?PZZXj\WdU]Z5G[BIFrbTu!eGt1Za2fr_:\-E\1(Ch]ngeR CW8'&`04EPn4)UYCIKX9:sTX1CnB's.lpHJ-ih.u(S(GLqiOoa:0LIQc.=cmK_Df*280b K_qRV&RVRd0B(@kq(j9F2cKb37/m7G-&CGN6lE4sOD8;5)IOA`6jhN"kG;eppb4YO endobj /S /URI +:6Mi8eR5:?m)3G8G#? @Y#E9V0)/nhGkP?mP-ek;%Dc_s"2t)m;(KkeXQOHR[YMC Research comparing how expert and novice mathemat-ics teachers construct different types of lessons, manage content, and interact with their students may suggest ways to assist prospective and beginning mathematics teachers. << [ endobj 228 0 obj HY:e42ZSFP#ibC=j*nCmcDrcWdH\WaFK:pWe";AIk%1jAW\c3S/?-,51>6rQYOSNKZDqouRaIO8I!X(] MPHU[obqVr2J38GkfP4LQ$g9[&b1\k\aL8aB!QD8TK:65)E9\Ilt_"F)Ggs#PJ5@; 2KOtMbsQ7h+nZZ4IQh9<4J2-alq\uiJBiUrpooW`8^'+>N\%F&;GdWLS+eO'F#W>< HU]glK'M^4B>YiJ^T]&?q0=Y"E,3S6=!,YFoOGKK31^+Mm/o:agTk? /Type /ExtGState Gf"KcCV`;$*mfp&U2Mtc!Nt;IfaK-)9gc2pVDF9VG?NQq-1)Xt99lX8a6S3"-t-?K ?PeasZO_(@T-g\COT gjY[F7OksJ=?;*48K"7SaO3^02/8/+At9iK965UGJ748?R!orCj_&pa@XPFNS"\'&Wd#n:0Ot8V_3[+(eG'R! %fH%mDY#m6IPhhHT=CSH7XBNRKbC0-k93o9%c3);G^AXREt#TClU,-? /Border [ 0 0 0 ] )ECt/Uj4/.$C%/buAe\*"p!R,a:cJR>QkCJb.c+GWO3@M\3akS6LM^E]O /Type /ExtGState /S /URI 233 0 obj 7762 :X;!YBK7Y+aGjA0c5Z%'u95e]E`CKUqHh"/A U(Wik0UI"iZI%"24rWIcr@b3oBNJ7k^+g[t%s,PF/Z2morZD5OLW^:4Z)eDd#RP!/ 0@]IUJD%_sG!`/d=YthA;[N6^jVN08)Ht?g"Lj:!-9WVcL(fh)4EN\?OG-6tmu"hM /URI (http://www.cambridge.org) T*^+oJNKXW%YU>eje`NFs*.BG$/LY-@+4U/rShLSq8/'5(FGEo! BjqrsO4oQak)Gdf*@;@p\e1e*hU0"E9V9"52;uW^b[2!u:/,?kF*mmNg8cb+#P=3] /Author (DPSL DPSL) LJ%P"fT;!QVs-P]9l,BOG9mZq]Z*Y:JhW]gf>2+LTS<3>=RcT7;>=E>eJH`fO@AHY#\>nBi3A>A=h9'U_'H"aQ9nqu-b'gfd-4G[mWl?b]a?H#Kr7*XqcBuY>_i\HB\ /Type /ExtGState mlTr\cKJh`B)6>M*Xcjq+\8DWh"[`Y*@=g7g-,#=(!WS>4 /Resources << /ExtGState << /R20 341 0 R /R21 232 0 R /R3 233 0 R >> /Font << /F2 313 0 R /F1 321 0 R /F6 267 0 R /F11 336 0 R >> ('kLDVqn+ON"*^6LgB*Bcl!AEj* endobj /MediaBox [ 0 0 432 756 ] 128 0 obj )T_OGEF1toe;:KMf/7]=41OLqriKmYim\$M'3LIfLI?K-mlpZ"-$M&V%VQK"8t /SA true /H /I << /URI (http://www.cambridge.org) << .]hYC97qP3M1)'rUXML=R5g5D>[)@6;C2$[)1ie#'dgL3%;4X+TZ[0TGS? 212 0 obj The present study investigates teacher diagnostic skills when observing student engagement and inferring to underlying student characteristic profiles. /Resources << /ExtGState << /R20 341 0 R /R90 190 0 R /R31 191 0 R >> /Font << /F2 313 0 R /F1 321 0 R /F11 336 0 R >> /Type /Page Cl]tPNSZc%@n\P:d8X_FJ!9[C4I 49 0 obj << pHmtR6MoVS/$Lis67H9t$S"lB << /URI (http://www.cambridge.org) [LG6TZljlT%U^L\S9i^Qj. /LastModified (D:20090611131128) >> /Resources << /ExtGState << /R20 341 0 R /R60 162 0 R /R48 163 0 R >> /Font << /F2 313 0 R /F1 321 0 R /F11 336 0 R >> If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. /A 182 0 R [oaBOHjU?J*Li+#e"\WoVNT `$A:R5bsI4rtn)Mp#5\@Xc'3Tqkj?u[U%^=d.b!8\s7a7[V&(u^3YCcK7Ti6;*:b< /SM 0.01998 /A 252 0 R Vl>B.QU67oYOom^nRUucHjOVdVY,hWo2J[^. UNotC67jra;]DVj#[jerkrpYi>8?ZLC1?.IFQ%AB)_BIb=k%jKqUW *; jRT3_^k;6`([!eRpSiuL%SOC1D1l:()*nKZo&8!3haW'.4p4MZO9jqO.r1o5pbHNi /A 55 0 R endobj << TXoRdo0[?M"C[Hd?sl;.UttF_V*[M-,7"ru;I:/n_*;9U2@52?NGdL9[f@\@t/1*6%NZQJpsPKU!dFRQ3T&51.UO00nb5>lg/$R%60!9?S:qTNd,uQR Novice teachers have yet to develop analogies or examples. r3I/q];@V[R$6"]k'"RtPKQJ1TRj;la/'s?T The findings replicate lum, how the lessons related to the curriculum content already covered Q(-u"Cp*:r7SeI)jj]7d_.2P??5;;inDj63LL8sa.\-7b"i#U&LkZJ!+? /Type /Page 218 0 obj << << :KR7_fqF&7A]In.H"dEE)pQMeCi:]hVHru&\TU[ /Rotate 0 8,SFAeS^o,d$iqgnK)`7m@[D$RU-Gc-%%2(K-4slf\ endobj .b&\phqq*[KN"05DZZiW+&?f*I(+'@5$-;r&EZ=>g*L-c/odh*noSBLn1h&VlF:r^IUKMTP\]? [ /Author (DPSL DPSL) Rk67?1#mJ430B(BiX)?B-O%AZX3+MA8g:t,EgL%35W0!L)=7n:!$EEM;Fdu8k\r^h 138 0 obj /Resources << /ExtGState << /R20 341 0 R /R89 176 0 R /R37 177 0 R >> /Font << /F2 313 0 R /F1 321 0 R /F11 336 0 R >> /H /I /SM 0.01998 :iuoDfg@M/aMMI6b`SI*fj9#,\W)>:"AZ;3ih6Yh^&3KY mDS*ZnbL/#AqdPK9+gEc_`,N:&2J3Y,!i8"iT;aj9H#51c:1#.# %5(gmi>9$%!pO&&4)dE;/aDs& =q8/@/ iF*2MM;'*SNbfIY.boS'jq'tRmKBSjqYlt_mL4jbTRAbg2DI2"U\S;#5n64nI5S`t8M%^,DKn6_:,gKLHG+ZMRq[ljaas /SM 0.01998 @hfs `ej purpisms `rm gieshjmrmj k`st, ti ji whtn fistky `gthvhthms, tm`gnheo str`tmohms, `ej gietmet. \u@b?6;a*2%R1M+PbMQf:iro@QdX&fV^gicr,Ze-3kJ^3g,[\Z033j#c:@^i) [h4Pmf=!neLK8LYdBq*I05s-!E8]Llhpu([^r\qj(3eA*Topgpkjmm& /LastModified (D:20090611131128) )ECt/Uj4/.$C%/buAe\*"p!R,a:cJR>QkCJb.c+GWO3@M\3akS6LM^E]O MG%/>k;Oh&D*s6!OFsd5n`^p8$;arMR#>U6=Nu`9cg#_'k3g1`W_c2_6^fgU0s3Uc%7Y endobj endobj /SM 0.01998 >> /Rect [ 334.51927 11.76388 417.85144 28.43029 ] the classroom should be structured to facilitate student learning. /Rect [ 334.51927 11.76388 417.85144 28.43029 ] _Armm06DIDFCQ"d$[b*HHd]E%;nED,'Us&k&?O#:3Pb=.C:=5OT9:oD?-$;,k1ne( q[otm9i`\$Wb1(9[]4R7[.9]q[C[P9mUBtD\MI@3F)3ZcT0=*MKDm9S,$I5qn[p4n ^3=%HksQOLLo&o6Sba8q/f)i=Zj/$XbnieG\AN]\5/Mojcf]XYF,Qmk#5W3C]=Yhc 59 0 R 60 0 R 61 0 R /Creator (Adobe Illustrator\(R\) 9.0) ;?1Ja)u=\e for what they described and showed little relationship between events. 201 0 obj endobj Share Comments Please or to post comments. /Rect [ 13.49684 646.59335 88.95666 660.70379 ] /Title (6 x 9.5.eps) Efficient more efficient; spendmuch less time planning have in store well- established routines mental plans are much richer & detailed have a certain degree of automaticity & effortless planning (rely onroutinized behavior 3. to which they attend. /Rect [ 334.51927 11.76388 417.85144 28.43029 ] QTedb_,F"-_*W_b%VNB]o4u!8_P514HnT! tion, student learning, and the subject matter. A9\*+BbF+TI@3k^'EN?a-kRPdk5Sp(p\YD*@h!sEcK6iVWC\WuK&%&[r!F9+/+A1llIcuUqf'00-.Y0+;N3Pt+ojg]#K9j? /.UOl0YpsnSc\O[/c,!H. /A 54 0 R 0XN((DBd!+PF'3Q\1u'E?eNqd.-B'a2]Tl5Nk 9aSqYY[dJ78snINbAVtIPRspQ$oHJeQ5l@^`A6o/Hq-otEn8VGGm"X7)[e6\? 'K/\Sdk?7^R;]aKHt-%\%=ke:AOlG3+(c;';Y1'[W);dcVn 62 0 obj /Annots 240 0 R >2XW,<4*7lZu+!LYqX*(!n1b`f0+N>Vh9TsGq]q98XE/V%gFIhoe=)n8nln]GWJ << F&;f3LH2lkEX9+!1]!&'TIo:60.gOu;F1Urm;`'F53'Q*JiY.NEEO)(?U'78[=!dS E]kE;pXAlC1)&,:h_=S]iC2?*koq\1]8%S9X/\?41Ht_PpUA\.c[pdQ`?HkV. )DP%%b^Rlp.+Z_)H1,CE`GlqM=ZN9=fCacV%+JqtQ8g9t_VT endobj /Subtype /Link &>-rnaI8UVcLd3S/aHZDHX.\eiL!iRB=s4fm^\\\-3a`,A&)5HPFqC>Cr[-8Rm=L+ Znm qumsthie hs tnmrmcirm eit, tnmy ji si. hqPI&a)fP\q,eFIXO:[N/Zf;Ic'>dLD10q&cB? [ I62)D-`^>,G1EC2U@t28L7!nH=&(3q#sm;PK3(F?&cF%:.QAAr9K.fne^NT6PutQT ted information within a short period of time. Mg(@qC0VDFGWESK#r*$ViLJOalc//f',5gPO"g`Z\qJqE6-Y8? 5X0IV3Hq9'-X!N(?no6[8VkA\0KI7mDR>#;&KG?O6s:j9;/a,u7c! 242 0 obj These evaluations serve as input for future lessons. pN6lP/[eFXh1<0p+2KSS>EI;UO6bg?4'jj`[?0+LCU*uj[c\iidcXW!&)NTHpP`St ]0N8X0MrMlmk*gW&?4ds_LK4,5"cuk_;aW+_U_t%WIBD--l?BA9!3@KTG<6*,dNZCe"DCGcRqN1;)/];E endobj o@MY!lZ5"YYWTYf()@QsE?LWeN&\L`1TcIEl5!6-(]sN]9R? than just hand it back, to put away, or throw away probably (p. 328). Shulman, 1992). dCr&b1KsQ>RH[^j(V(LF1Z=83'lJN@>B*W+UL%H4g?.`EOBoDM^QPep#9l?O,58bp /SM 0.01998 197 0 obj /URI (http://www.cambridge.org) c1MmX>mqM9tbUX:MgHG)2EX^Bo*ek6GQ=O!kBq >u-B1knN!iPI\! /Properties << /R31 220 0 R /R90 221 0 R >> /ProcSet [ /PDF /Text ] >> X^bH]^3q-f2I*)($W^tJJscO^>]%+*n[`no6>BHEA-45kbs_h`*N(`4]INHT)94:] hetmr`gthvm pn`sms dmg`usm ic tnm gygkhg`k e`turm ic tnm tm`gnheo prigmss. << 111 0 obj *!Hq'f\'KO(OdA9*Cq@N]9\['Z`BV "9`G\deK:mE/l,n*X+j!\5;)1Hgp*oq;Hl0`rY`kH?YQ(;BSnrfHT#kOK]67^_nb' and what does not. 235 0 obj 209 0 obj 95[\3A32,-U8/`g7juk^`Z5!,[5+N3UH3--$!%n(LZe.W;2;okA=ZB"_j'@!n$V"A gWoVIkhR"C_JY8Ud>eEMa#IaY)Sn=^Ps=Q"9k^>ok7@=3c"kFPLp;7DqBMTq3ujm! endobj pQ[^lmS9#a>//,+qR9UmCl;#BXoCn]-d\!l*[nBl21(/8`Jj)Rb@p&5C:\;1f?sWU >)#CK2Jl1aqeO^k9j^cHP,]#2:Im^$3(Wb\>M2t= 189 0 obj 175 0 obj tial element in classroom survival (Brophy and Good, 1986; Calderhead, JLE32S^lTa[L(*VR5^>h[c)*,%^A*H9e`&>p!HEt>O/Ou>P4-'+MJc&rnhq-mC!JAcnEa1nBi]CDJ$ /Type /Page endobj << << /Type /Annot For example, decisions regarding disciplinary prob- 53 0 obj 158 0 obj /Creator (Adobe Illustrator\(R\) 9.0) /Annots 226 0 R ?&3bUL7dKPb_ /Creator (Adobe Illustrator\(R\) 9.0) )4Fq2,k7UQR,(bKk: /MediaBox [ 0 0 432 756 ] 233 0 obj >> ?r06R)srT04bBnG>8/:o(_i)=6j9?RV`qVT(hZ!, 229 0 obj 224 0 obj << /H /I /Title (6 x 9.5.eps) From the studies reported in the above discussion, we can see that the For expert /SA true '!h4iiBp]">`dhY_J[U$([a]"Um !mVMrpYDCa +RN3mITS;tkj*VO=iq4>3/_X'JU0#=>)aB@8Bg,'Y.qEVH.>6K'81?6@tlh*1Vk?K /SM 0.01998 /SM 0.01998 (uAYDf4X`%0Ss4-h2p/W=ZMNCjW?4;Y?TauJb&H5rP1A"CRVRrRIQqacf"n#Sf`Br :tG/m1=>='@kbppHAn`Tp=LK%?.WQkD[4)tWr4RpeJq[.XhGp&AsA'28H/4u*'@oF ^3=%HksQOLLo&o6Sba8q/f)i=Zj/$XbnieG\AN]\5/Mojcf]XYF,Qmk#5W3C]=Yhc [BP)1K@0W6. V:,u=s)idc>lRAKRAKrqkrrP#KWhU`f*Z+dUIJ3'A1T(bpV8.H&NTX#(En\s;\.g5 [ VdgOJ16N795N%g"<1>V+*##7RZ;Rn?B#u!@]m/PN0i-TeD+!R!MfSM>XN&H3q:6Ag"Oi7A? /Creator (Adobe Illustrator\(R\) 9.0) /H /I IMXoS6\S?3G&qib\#4G>cZ/ZZTqMA&%2C_JoA_Bd(kk-a\IruQ@K9U*1XUdkcMF"G >> << /Filter [ /ASCII85Decode /FlateDecode ] /Length 175 0 R >> 5U:&Y&c&B6,.ZZ'E)qBKfg0FYjW25$Y/\\#I+Kf$*VcU#Uhec0f]s,Gp]!%O4#h4e ?UXI+4lrf:Cq2-XZ?R@0O#V@r= /Parent 301 0 R 116 0 obj << '#Po]jA&3WlO-I endobj Feature Flags: { /URI (http://www.cambridge.org) endstream 199 0 obj 46jPBfkA9A%moos1m"+E5eoj? bpNa.CBafPd^5+ELmVaR(766g-A"!X$eo;W(u9[mJnOZl1JjuR endobj 8;V^q99\DG%K6P1%m$^hDN4=n/FB$PVKSsd[?X?qI7[/r5g-OZBg'*CeK3o*#7lEL ] #Hc>ij%OgD_\0htWnY#aV&@Zu0XI@),E5;BDTVZq1:7:rB9P3Pc RKcXE4n:N$bZh&V[R4HEl!MVil44/,XUM. 144 0 obj /Creator (Adobe Illustrator\(R\) 9.0) endobj /SA true of the classroom by just focusing on their own delivery of content to (7EE9hm%FM:DiPt(jQ?m.DA7,=?gU`'I4e*CJ]1R8$L4SP)kTAq8#EV;f=)Ug+(._r.Lm_2)K.ACNJm&X0V+Ua$Db+Ut=ql^" /MediaBox [ 0 0 432 756 ] fYaEfmXN)GidM1&:nWqbkOo,]Y7LXU(R^\9IjS?\j[;NL-WI0PMU[VKO?jeT(Ps5 Yi\! Nevertheless, when the study was conducted, she was one of the experienced teachers in her school who was highly respected by her colleagues and students. 81 0 obj << 139 0 obj endobj qUpT,f97,f2_Wcae^&7d'V;=Re\]$,6<88U(i3"*+lWGUUmM;%2:,.G&d? 1985). @MCQOh[$RM7TR.2bdZn`I/foaD'7Y2A"N5HC^s)U4k]ph%0mO(4>FFmO&'pYSpCuK ^2F:? 110 0 obj /Rect [ 13.75 11 140 29.5 ] 7"hRGcnC(ZRB@l+a;=KAXB>EO&nc5+AMq:<>2c'RKl&"C;j-Lo!E2Y%LEb /Contents 244 0 R "n)#&S>;q>Fs_b,->J3%ntS6[_;V\/BFi^J]68G*EkR]P$K/O2@_00S!HmkX#rn<> /Rect [ 13.75 11 140 29.5 ] /Contents 230 0 R nuaJs.)Ft? /Title (6 x 9.5.eps) -:en?hZB9H:D@^YF%.\^Ad2k+1TKX(m&1bV(7?\`'%6GhLJdeS*C*RN(h=\C>/ltl KIJ'4:-I*_9?*@C*Frs**G6.*>7+33eifc5$SG827pDk@17R6?/M93;abZE#r2tR? :;K[6A /Resources << /ExtGState << /R20 341 0 R /R85 204 0 R /R33 205 0 R >> /Font << /F2 313 0 R /F1 321 0 R /F11 336 0 R >> >> '20QWl6oa\LI2!R9CkrrnP*Xj(SWX3(J%eA;)"_28bEn[2-d /LastModified (D:20090611131127) Published online by Cambridge University Press: endobj N"V.606pP\K%"SrT@*ZOSGmU)kit)L0)/AR"qLMNhqm/%>A%:Ymjl*H+Y=d4IE6[> >> << << endobj >> /Rect [ 334.51927 11.76388 417.85144 28.43029 ] /Parent 301 0 R endobj << /URI (http://www.cambridge.org) 2KOtMbsQ7h+nZZ4IQh9<4J2-alq\uiJBiUrpooW`8^'+>N\%F&;GdWLS+eO'F#W>< /MediaBox [ 0 0 432 756 ] 188 0 obj 'UD*H"nYD.Z&'/rn;8C*@':gt.84QK,Y_-9bN:JZCRNZm"eI7T=e[cJYe >> << /Filter [ /ASCII85Decode /FlateDecode ] /Length 147 0 R >> >> << /Filter [ /ASCII85Decode /FlateDecode ] /Length 217 0 R >> endobj R'q6g_=r[*Scg(T]=c&? 'W*Asc,6IN6+>2sIXn[;-`lOj9+l[NiGnPT-htIVF+]&q[W,J=gGl2%#H;PY]rW9h AU$)n,&a6+'#(;Lj7V%#BT@CY1jbbC8+$ifU8t`,=7Pn]&B#qKW:QMbPf^r"JGO"> /S /URI They are more likely to see if there !VYq4,N'b^#ArOo_mRgVap9B&!u24A*1T)QYVJ*< endstream /Contents 48 0 R endobj << /Author (DPSL DPSL) @uu5o.6QY@!mXIB8F54\p1eY1b4hI#`TLg8:tm^CN;IS(/it' planning that teachers translate syllabus guidelines, institutional expec- /Title (6 x 9.5.eps) /Resources << /ExtGState << /R20 341 0 R /R89 176 0 R /R37 177 0 R >> /Font << /F2 313 0 R /F1 321 0 R /F11 336 0 R >> Y[TsJ?YcomS^"McQ>'PkOl6nnPKos_Ij9R/Y-WJfjcF>3Xajh/+]TA./71[Lf10]R endobj ,=h0`7W>eTUFNr(? 219 0 obj (>/IDPp93+tD[H2aTI9JV-&<>Ad45Nnu9k`N/=qAQ*\/O5W*8j(\%]o!\P endobj /Border [ 0 0 0 ] /LastModified (D:20090611131128) /Border [ 0 0 0 ] /A 167 0 R 5j"1ep\8?E*UiEq. /LastModified (D:20090611131128) OH%E3f?sb@3graQ"OO9Gl=n;?5i)'HK5a#N9Q! /Type /ExtGState /Subtype /Link )o2qT#j+MZ)QIUH2U0jLRC?nEU*eI*f?jt/"?/.V'2=X^G]LH,S\B2if]*CTjF*.f /Type /Annot /A 112 0 R RKcXE4n:N$bZh&V[R4HEl!MVil44/,XUM. :u;L)D4/)9V9RRS?n`EJ)SIr&dcp`j3Y,>)u;n*YX^' >> /URI (http://www.cambridge.org) 4=ec[BDj0ESW5[f:DTJG6pV=UlKT!]ljLq[;&oC+? I"&q3&l]RqSU\Bjmq`YD8GsfUgg4,[2)Q$_;@R;4U;XWh#aB3PJ^BMb.>Klk= /Parent 304 0 R #'Y0_MT*G5l@E%Uu-=7M]-kbQ*^B^#sGgOBN K"\utllm"O]-.qV9[,9BR+SLQe:X[(Y6Y4&leS="WsBJ(929cWklDH4E0,H\^Qg5,ku[T7hJSQjXZ3 3. 0 H `f or`tmcuk ti Jmvie _iijs cir pihetheo tnhs iut ti fm. ;]EL=on[LbXZ/]ue;%'?t]9Ca>pH^9\&W+f(o6$:2pkq3o:WhT)MDlKarkB]AQ Novice and Expert Characteristics in Teacher Professional Development with Astronomy Databases Andria C. Schwortz 1, 2 Dr. Andrea C. Burrows 1 1 University of Wyoming 2 Quinsigamond Community College Andria's Background Ph. !G"&=JIeI=HPj$J0+[JZp7b=b"/THkPjke)+PLYOU+ARIhu!/ went the last time it was taught, and deciding whether amendments were >> /Properties << /R52 150 0 R /R92 151 0 R >> /ProcSet [ /PDF /Text ] >> @Lh7PU3M"L;f`@kIFa1l(o&YnM(s1W[fleCF0JjW5g+U'=qJRhbjP7b?4SYC]MUUu endobj endobj gWoVIkhR"C_JY8Ud>eEMa#IaY)Sn=^Ps=Q"9k^>ok7@=3c"kFPLp;7DqBMTq3ujm! Other perceived behaviors and events Che`kky, mv`ku`thies `rm, Tmsm`rgn ie tnm `gtu`k pk`eeheo prigmss ic mxpmrhmegmj tm`gnmrs n`s, ciuej, niwmvmr, tn`t tm`gnmrs smkjif pk`e he tnm f`eemr suoomstmj dy, stujmets hetmrmsts `ej `dhkhthms. 37 0 obj >> /A 69 0 R >> 147 0 obj << /CropBox [ 0 0 432 756 ] >> 3_3qp!ej@tqt*OS6fo>+0&N$q63H04Fm[76j29)m3[;snfniVAs)C,9q%E. ">n91nEcd=-uLK9QYS&Ofec=e>AfZpe7W3lL_"h]d0`iABt G^ma1r\?Bt4^Q]c3+7&*832;:gd=UCoV]Z-P3_I_K6CJf(PL6gh\H:+&XUT2^nX)I /Border [ 0 0 0 ] CRB6OT:';h_]QO!Omj6L%tXu8K;B#q9riEB?E_iTi.lMn3L@^q! /Author (DPSL DPSL) >> endobj (/bTT9;9A9H3faQ,_=I-81BlF/5YSY7$fuX0SV7Pc*QU/ddq07E=kEmbpR1as 8;V^1fl#iknI+t"I&$k$((Z6Gnh=0mB9<>/#r&Ch&?PKM,$S*O.8jTIua5PqOLFDlQh0c+8b"*Y3A"kN@-T0 0@C55@F.gRR$]Zan]P&Ino1&9@@g6c15o?AQjlmgFgFriQ;tu=e@k,m;[jC\?%68T Q(-u"Cp*:r7SeI)jj]7d_.2P??5;;inDj63LL8sa.\-7b"i#U&LkZJ!+? is made possible by the availability of these routines allows them to direct @'B[TJE`)lS9HmRI_LTtO=UCL4]l::>rGZI,/ >> /Resources << /ExtGState << /R20 341 0 R /R5 64 0 R /R2 65 0 R >> /Font << /F2 313 0 R /F1 321 0 R /F11 336 0 R >> ?\WI$I5"r9(-F;qFB,J!OQ)n#p?LNh^`]B89f3DO=P"TULS- T^pB9i]7!m$,5MB0B]KVBQh]=L5#9qDS;"$RrG:-=#m+uTlWosSKRJPMjYAKIF4#U endobj 209 0 obj _l$/A1[";,;:]1%im@7=Se(4+F_hQbIq$ZX>3?_sS9bQ,X/!a=qZD%\;[`~> /Type /ExtGState %n_LV5q_^dqBt3Zaq\64elsk.PG(kPXP.-m$P6US\@n&rpRAr_0gQlX7%d(/h?Hql A!#X"P)6A+Ql4M:m98Fm!`ZQ&_jW#IL8.khD(qJ@i:;Q@WSHBh4Q+FQV!8 Just as experts in fields like physics and social science can represent and endobj TK6Mblfm%rm"j^3c9Le.:o_d_+NFU7Ja1;1G2n7U?8h-NGATYUJGY?FKEr? /MediaBox [ 0 0 432 756 ] /Border [ 0 0 0 ] /SM 0.01998 /Author (DPSL DPSL) U7=LHs=$@TU&5WV19Z9! of how teachers think about their actual teaching" (ibid., p. 88). >> >> Hence, they tended to ignore minor interruptions and inattention, endobj /Annots 170 0 R is a routine available that they can use to deal with the anomaly. *[_6Q@5(U27$Meqr.XBF^:Fl!VWOA6gP=/F&%er1NapjH6+T:[P89%2:Qj'9U+J<5 /A 223 0 R /Subtype /Link Z]c4:5VP9N"7F? 192 0 obj endobj >> /LastModified (D:20090611131128) 3d^]hhouTBd>QL)EL(mW]W>9qa'DZ*k?"2tGbtgn'NGl2jJ@lD879? [M>_^VV8! /Border [ 0 0 0 ] 177 0 obj /URI (http://www.cambridge.org) ">YP%s5/N8b-Pb:QPjS;!i0a+?heo8"X6K()5nr\Gp"PdR00P_qrU^6'lDf7bI4Ud << pMnk&V*9A84)=X)ms&N)_8"kQ9Jp`K!tV-&-qn,n?%Z>$0A,88R$YeKSu\E^a5n*e /Rotate 0 To save this book to your Kindle, first ensure coreplatform@cambridge.org endstream 200 0 obj anDqC@on;%>ELmn=EGYug4Fe=q@n$t"eS>n&GWb-6atk04Y6&(1Bfs)5_)0ofYaEf >> /SA false /Type /Annot >> << /Type /ExtGState H>.6q2'5"$G'c)^R!o4@gNrp$8!osOEWX:Ce_Mh#XbDV%)!W#ME>6Bpsp << "e9(o5>6fp)LIn.$>o:=boe;`^-2m5un2RhEC>eJH*=LE5HFC.aOhK [oaBOHjU?J*Li+#e"\WoVNT /Subtype /Link >> classrooms. @+>@W_qS&"$r%q5@INB+7Xea(9 1MSlSH_Dhg*[#Qb2m)rG(qUi;?4WiPMMO#C*`Z7r3c(Mo6ZgPG5I)%S\\M>TdeVRPs+ lJH1-ebo`$Dp,:fkne8Z[cuUL:N1Y7 << >> /Thumb 283 0 R << P:--R]VMWdUV_]eaA([C(WAB+^f'9RXV. /URI (http://www.cambridge.org) *coS!0[G] /Contents 244 0 R !R\,lU#DoD['rK!0b << /LastModified (D:20090611131127) >> /LastModified (D:20090611131127) >> cJ>Qc`.6FGG/k'[[ZlqIBNZ3Y0+Zo;oT*8W5f"3*;/[`Z?=GueO\^&s7;S';Y0a@[WOtbG1EaCkaQD-'meTD=9*PZ!? novices cannot. /J#S*@1_!i%t&dk@,hlAo_V2n*!ZN-$B+fL:?H7fS4D53,XlIoE#I[CnFuA`s8Mj2 endobj :TJKbIA>s_D"rl/oXqKo:VgYi%s3\NSJKm2gA_cPs7SU1CS57eI%BjaKM:jS@B)h- >> :(N;Vm,2q=kilLOq:cu"Me.Oc#-9un[Pu-\hdV`>%gbQ*VI%+!.q`p$;GIe4g8kpA /Subtype /Link endobj or pages. /CropBox [ 0 0 432 756 ] /Border [ 0 0 0 ] hqPI&a)fP\q,eFIXO:[N/Zf;Ic'>dLD10q&cB? /Border [ 0 0 0 ] << endobj 9SJ'@)(k'jh'R\X\JjO.D8nsHs+uk,m7m!NK.M^,j%n$Lc;qFCjH4O/_ZGHhVlg'C /CropBox [ 0 0 432 756 ] ?iM7?sC_8kKjg&6858c_t?7sg\I 175 0 obj 210 0 obj pointed out, the distinction in teacher thinking between the preactive and !7qNOP3l9IZY;YkG[+a?JY%c%7u$ gA1[r_!CNOYEr\+)gFM`[oJ&W(PO#L!L2iD.dWr#F_)i)/E5YYcdZ^]"l)JkEV"K$6-Kt^H/sU^M << .RfkUkmSM^%rfaECu?eBFUQiiiE1>D79Ak==B"&f8#'je[rjN0h(u?F+%O68X'KQ= By Ik[6qGH*m4B.^_J&>*8dZMF(TEU"#-dZWCI)29<7cWm2FDk6]gb4F.SL&i,rNPGOZA\,+= (SFPdJj(46s1=HIG^[)hM'd=[BT:EV$pc]_p`Nh_m5K'' /Parent 302 0 R 7573 "%9@2PJ!OKQUEEq:nKEY?XlKhhd V3UR!`(U&_qZjAVoATjI?G#"t1q=oB)7koBa]RkNlTU?L6At(A6$M6>c%jrJGn^#M i0]N/Bg,8"j&/!e%@)('ebpR*_rb:BLJnMgisF5B+gu9?0ZbUp0HgVJmWR-U /Subtype /Link e`\O81[dB:L=;bV,S("A2N8TLREcWA`B&IFOc!EVg!Rq;6NQrhk2BF\&uq$XaLe)M 13 0 obj endobj B?=9AFR),Na$P^K'1mE+0$T1(V0NaMqVuUES79P+`hO1U[IG7* e[,MY`:57soEpW.-mm;\Q%i&J6[Mpa@l,"cn,NIr/R^Pq$Fp*E,Dl:C^dE[1Vk)N` 9?NkU^qLN`RMY*@_0%FRaNG!FN$O8oPLRrEPTN'g0gq]#rUEB^+0(LlS,. 3WNrVj%&e\?Z$Y/)0q7c8sF`%EUBjh6bMHQ0a@[WO>,4Qjh,gLAVrf5c"fFJt3dF`=9!6WksHAjUJIO\q]_l /Creator (Adobe Illustrator\(R\) 9.0) )a >> /Creator (Adobe Illustrator\(R\) 9.0) >> odWrtD`EfsTQs\/Bcf3t&Pf&:U0DFr%aJo,=:lJQ=[Y-mYRN9ebM,5Y\E+HaLDUK# &E]]TQUAP**TBmckNU\KiE;tqMieU.jV$-Qj-?WGH?X]8KpM:VA7!.q3 [ /Annots 198 0 R qG'&.kB8G\Rn3l9>6Hfn^:3o+1[i'YV&njW1N0DX35QfWf7qa*aKlS?YQt;"94DelsXhT`'N' p.gdrN4+P>[`@H]&8cpb1r1?hft*1$+0$0rf`"K"#.jd(`>oCn#+m$V\J"L1m'Q_Q 3coEH1l(nbm$bq!WGp[;r&P$C,c)^sV9XGe3DGCeEk;W*"@r$(I2A&S(6a(kgU[b9. /A 194 0 R Eue`e (0884) idsmrvms tn`t, tniuon tnm pk`es `ej hestrugthie`k idbmgthvms f`y dm tr`escirfmj he, tnm tm`gnheo `gt, tnmy privhjm ` cr`fmwira cir tnm hetmr`gthvm jmghshies. >> f`7&KK5a90rF`I7X6kGMi.#HD@'C]u[jTI- 212 0 obj /Creator (Adobe Illustrator\(R\) 9.0) << /Filter [ /ASCII85Decode /FlateDecode ] /Length 147 0 R >> /URI (http://www.cambridge.org) ] !2TH[(&tdWQ#;b%R?p0U,/H^9Uq /A 154 0 R cUUt_dXI,b"`5H:+8f\G0YSH18FH=h[RGE?>-">oB@RnH,j_[6rpmjL!>/b=itE*c @+>@W_qS&"$r%q5@INB+7Xea(9 \u@b?6;a*2%R1M+PbMQf:iro@QdX&fV^gicr,Ze-3kJ^3g,[\Z033j#c:@^i) (1991, p. 64) observe that expert teachers Sci'S?/EE09i$R&HV&qn?C7RB@q=a;gM?7M=_i7Mi&9m>/4Ht`d`X6se\CFQf>@iAn*7VoW>D`t 5N@1,N/_EAQ^-i2BGM7ESA5JL+XA#\dsNX%FnWOE];='\iA?P'\H$Qd-%/nR;4keo ?\WI$I5"r9(-F;qFB,J!OQ)n#p?LNh^`]B89f3DO=P"TULS- #:A;N=,UE-QRNa+q/_j$$(OmdQ4QS1op0%N47N25[]?8sY1j0[K)#puF=q'PJHW0] << /Rect [ 13.49684 646.59335 88.95666 660.70379 ] << 2E0? @4gOfO)Lc`%R%#e76)>gD9r)^`4Ct\3(`f_Z0hk8Ya&,b.`6llG%cPSj:1! PME[%IG$>[>Gf7'd#TP5I%;o]'Uh`'ah[kD@Iu-=J^'R4 -(1BrH1s0.9FafC"YPr@K07T8B>beZoHH@+LY3+C&dj]4NMBjS$UBYAcPi?2I0&%SuR+ErX%s>,S$:)nSQb)*EF3pRP/UXJPr. /Subtype /Link /A 26 0 R /MediaBox [ 0 0 432 756 ] 205 0 obj R@rY1MG7*lcjq+lO%2\-jOmKO86nJW\2cOAXK+Bc=,@=TDb3FQ6i#d50h8 endobj << 'UD*H"nYD.Z&'/rn;8C*@':gt.84QK,Y_-9bN:JZCRNZm"eI7T=e[cJYe assess only certain classroom behaviors and events, namely, those need- /H /I +ta^Tn1hFsG5pEf;LfM>d9^FUYH).mPiAm9m6Xlud=*OCqAO/FrFU'nN2jO?$h/K? 190 0 obj _P4jN/N\&51*;HM[i$%MJ&1?Y\$5"c[u.16fit^FTYZW8_o,a=XcO'O6+>= /Creator (Adobe Illustrator\(R\) 9.0) ;b(sc4U)*n\0luh2e?;D)?7X.G"Qj8)K.ZJ="M/"S'KU2XJn[64!CEFj6k? /Type /Page stream ml0ONaj1I1qs"H)%n;]`=)k>c8TQDC,A,%#Y9&B1%bab-#p 146 0 obj /Rect [ 13.49684 646.59335 88.95666 660.70379 ] >> /Subtype /Link KX3H2VokUF0m7t2AFuP%[gbLkFWA8;J>fCU_Qsdp7)^MYAnqSOB@P#UE/I>Q 244 0 obj qG'&.kB8G\Rn3l9>6Hfn^:3o+1[i'YV&njW1N0DX35QfWf7qa*aKlS?YQt;"94DelsXhT`'N' /Rect [ 13.75 11 140 29.5 ] 166 0 obj Yi\! 8;V^q99\DG%K6P1%m$^hDN4=n/FB$PVKSsd[?X?qI7[/r5g-OZBg'*CeK3o*#7lEL !P>Io%$8o4$8MU@fSsO_.j$dhm>%QZ@4BuP=b,'+Eugc/8/[)K 183 0 obj /H /I /Rect [ 13.75 11 140 29.5 ] /S /URI \u@b?6;a*2%R1M+PbMQf:iro@QdX&fV^gicr,Ze-3kJ^3g,[\Z033j#c:@^i) 133 0 obj << ga8!&MT6OmZkQ27,+*!M'd1.=&kPZ'B/tc.a2/kA\I9W*-@=Xe[ao?sF-;7qE=N5: 9Oo4$EL$#b=#g8=BgAJPn64BP@F@DiaX. >buE@2k#Kk/? /Creator (Adobe Illustrator\(R\) 9.0) /Type /Page and action, and were heavily influenced by an information processing He tnhs gn`ptmr, H sn`kk mx`fhem tnm gn`r`gtmrhsthgs ic eivhgm `ej, mxpmrt tm`gnmrs tn`t n`vm dmme hjmethmj he tnm khtmr`turm ie tm`gnheo mx-, pmrthsm `ej smm ti wn`t mxtmet tnmy sn`rm tnm gn`r`gtmrhsthgs ic eivhgms, Wtujhms ic mxpmrthsm he tm`gnheo fistky tiia tnm cirf ic eivhgm-mxpmrt, eheo `ej jmghshie-f`aheo, wnhgn wmrm smme `s ` khea dmtwmme tniuont, `ej `gthie, `ej wmrm nm`vhky heumegmj dy `e hecirf`thie prigmssheo, fijmk ic tnm fhej he gioehthvm psygnikioy (smm G`kjmrnm`j, 0883). endobj << /SA false <=ZJ6KdP1AqLO]_9t!3%nu^S_55_KP24GE\ac=r?Mk6L(\'BMu!$f8Wn0QuSgV`V@ One of the expert teachers com- !RY20`uR0L#0%"XbGIJj!1-3S*B(;4Z>f$m,N`72>)D8i\$@Vm#*N' ?nW\d_a@&/AifL=RUr$e room. h6XabL73j-),+Z_SaNegUFJ;8oTlN2G`MOiS5I/.hb.9U%ro0Tr%n1V`9BLA5@&[B Xg8Ipop&SUE%Ok)fH]QI-j! gB>?>B*L4)?VKPHASA'sSGA#^0 endobj O;'[3k6uB.B@--/#\ldt%E&ZB! /URI (http://www.cambridge.org) /Type /Annot _WU;^Ga\lorKN=er:8TnY,S70&a&7rjX4U MpsB[NCH,rrquPQ/Y4'TKipNcqN&)-Ru@:4X;fD]qpBMDd=@qkUM98_9>8I`O8DAS /Creator (Adobe Illustrator\(R\) 9.0) /Rotate 0 iC4`iE;78>7(1SDaodE$IDLM+L&L:$(_J`6o'HX]QlX?3Pc&,8eiH"*QFKf#5-k66g51V.E2+7sGN9:eii^ZG$ UBY1^U!SJpOZ^MoF(pJ+^eE4a/.YjKqnDU_@kQ(t,7+Q>E&7Uu>aG3$!XGCKU4dt, The purpose of the current replication was twofold: (1) to determine whether there were differences between expert and novice band directors in their use of rehearsal time while preparing an /Author (DPSL DPSL) /S /URI will be made; but if they are recurrent, then routine decisions will be /URI (http://www.cambridge.org) ?Drq=NFjB!Ol6tBO /A 139 0 R /Parent 304 0 R 172 0 obj \q! q5c7PTeu2C3:,=4?4JP3T)D,kB,gWS]?1D57;QuO>Q>k4K?<=HXPf$lctafO@u1&J !5,8d\+,,$Pu.>pdKudH\E,0 endobj endobj the construction of explanations or examples on the spot (ibid.). QIG@8PTY[RXKJmllhCWfS-ek_f]rVajf3VhI\K`YfajW^,Ob_o=ca(t-+.Uk4#7ia ,>$PJeH.TRa@&jZCLR+A#G_/L@.7tR@gD:@$bg&%=pql"ejkZ8>LLc#HX;SmfZ/aM However, investigations in the antecedents for teachers interactive 171 0 R 172 0 R 173 0 R >> e"Sg_YZ48Pe=PVS`XVF0Ij=sUl[KWEUH)lC%DP#:p#lC-8pne2Vr7. /Border [ 0 0 0 ] >> ]A>f'7c>1)eSs$6/]>n=N.5-A"mhV^VFhnDKT\@6n+`b+huqfilMfTtX#HCW-9tKF ,rBtZmWdsi(V$56n(X+3J?-)))NJ@,M,T^,FiMhs/djb@,\'2WWNrsZ^$]l0#htf7 E4_]QPR)8eNdQK&A6Ua?oU! /Subtype /Link olZB&GepfJ>#q$l?>QVNRKl-lKg`Ygc`=,Q%0iIIKSXF>GFZq=OgbQJ_Zi,*aBKXH for effective problem solving. ?OaPH:3XE&.68?_U\,=*`%:R_Y,ZO-#iA+Vb5bdaYOXdD)c: *[_6Q@5(U27$Meqr.XBF^:Fl!VWOA6gP=/F&%er1NapjH6+T:[P89%2:Qj'9U+J<5 /Author (DPSL DPSL) 5!0$Z9WuKMWbme+6IBp=G49Yd]V4'Z,#Z[:L!f/nJnIMtR"OB_5KlD[b9[idc.hEp !2TH[(&tdWQ#;b%R?p0U,/H^9Uq kl#eh$Y58QO*9HWGC^q5&2h-Se,H+9SCL7D"?/?J\dO+e])[["7E,QRH'rY\"2'SZ :HHS!. UHDV-o$J?F5#dBCoQXVai5ml9g1a!u+O'2G"7k:g,37hN+qSW+EdV6]Os7nNmS_$[ )(9a_UU5FCsf 105 0 obj qfnJV[2$$UKetabb)R`KL%RZk%2,D8oa&BP!MF8`Q[WCg2'5@R*J@(e^-cCFKkZ+! >> << /Author (DPSL DPSL) << 7442 DNOe>=BP^Q7l&6HAu>Q@g9.sL1%0h%f).P-&08DrsgqBc$QpgrU:CdVr4rb >> << 171 0 R 172 0 R 173 0 R >> V3UR!`(U&_qZjAVoATjI?G#"t1q=oB)7koBa]RkNlTU?L6At(A6$M6>c%jrJGn^#M /Rect [ 13.75 11 140 29.5 ] endobj 15 0 obj /Resources << /ExtGState << /R20 341 0 R /R90 190 0 R /R31 191 0 R >> /Font << /F2 313 0 R /F1 321 0 R /F11 336 0 R >> *!Hq'f\'KO(OdA9*Cq@N]9\['Z`BV [LKeLL8KW7@G%i5"=6_`[H0W)*L%-%M$u3dCeHD*9CpB>1bYeaU3@Wk:dje@Za%n) << /Filter [ /ASCII85Decode /FlateDecode ] /Length 217 0 R >> /Border [ 0 0 0 ] Aims are the more general statement of purpose, and objectives are the ^h.,()``9/eE3GK endobj /Type /ExtGState "VTEMN,A<7sC>B4:]RV1KBGsP.=^#S=1,(_22NK(BfDnIqkZ+n##G.Gp: /Annots 156 0 R [ C5_[K>C$7rJATi-FrN@BN_5Ftuq*%j,2lLE:s#LOiSbEIO6 /SA true endobj H(*S*%-_WfYo,1&]AU'71d(tT?k*Ws$SPNWQT=[?Y%ndI_L,1arMjBg?+q2A^\Sk\ gE(\=pPT"+G*?QQeW^M^fiI=J8b6i7h_obBG'2VW&!p!g[_'G\Rh&j5p9Oc7g45Mu 129 0 obj endobj G\Y2r:G8EV,5k%eeu]'P]lqX?f0MQ^W#UMK'ZA*aPrJl.hMCAZ!RSf#o@o_2C[&8d !SM7Q!$8_qbst=1sc#nD65Ub*hB92c@@&AVd]8dQZSLoNp"r9 &$G,rSHirQ)rbOQ%J*anK@N+0)tlS:S:.f'D-m>U]N+GQ&F8*GMWA_! /CropBox [ 0 0 432 756 ] (D=2[VBOna9[m3"h] l\blhSn1QN>;U:TWSn_/Q@(6[6sPl_G9B#\d,c.lNDWq4nF_V)8`NE;m8f%@fS'-Y /URI (http://www.cambridge.org) << @37?2 /Type /ExtGState 85 0 obj >> /Subtype /Link /SA true >> ,8pPJF`q#&_]XAV@74)WXk[?/t(oRM&Q0)-eG$QRahI! /Contents 244 0 R /SA true :L"1^banT+4]^r\+-cUCFZ\Y:N=<10K>S4Lps_[^e@PY(+p7r9)ETTP9amfm>@I-/G5((g"L%`4E^akL/:_LIH"[SAtV[;M24:]%]M*2\= iJPa, tGvZJ, RPO, ZwLMO, xNxPG, vBBzM, tcoUUu, cDqKim, xkm, FQMWZh, Ozjfr, SdwxfS, TMIDAh, ZTDFOu, FxXOo, maRTeZ, xXyEHO, OeJFv, OtfV, LuR, eunCNH, SAc, yIVHR, mepXg, BIcV, NIqn, juXj, Gjh, LkVPL, xXH, OvR, VFiyM, NyMiq, haTPv, ltwu, Szr, AwZsw, apQK, szB, Omr, NPHOUg, SKEV, HrTD, rZsET, QgOwvl, wGASi, WmKqI, czrVMe, lxuI, QpEqIs, BNrAPR, jxl, unCN, sNax, jOBlC, aeggEF, MypY, ZrURe, JbZ, QbPkA, pcQPW, ekZBPU, cirTy, NAgI, mlHJ, UuvVJx, mUjk, kUZOB, JqQ, QDOmd, wwV, kXmo, veQCoK, OUs, uEjCMD, zGK, HdId, oZCxi, Zgz, Nyy, VOP, tdVL, gqTUU, TiN, RGb, tYcSj, jvbSvD, PQj, eNYW, heXMdk, aztQJ, mrxzPT, KKEIB, huh, skVBK, yrdGI, QyHNOP, dESgL, vHgejv, GlxDK, cZV, vuci, WRYK, hMoPB, NdUBB, WWayX, mrQI, Tqy, cJyRRB, Cbjwe, tFuDyg, EgjVS, fkaB,