Are teachers who need sustained, content-focused professional development getting it? An administrator's dilemma

Educational Administration Quarterly

Volumn 42, Issue 2, 2006, Pages 179-215

  Desimone, Laura M ^a   Smith, Thomas M ^a   Ueno, Koji ^b  

^a VANDERBILT UNIVERSITY   (United States)

^b FLORIDA STATE UNIVERSITY   (United States)

Author keywords

Empirical paper; Instructional leadership; Mathematics; Professional development; Teacher content knowledge; Teacher improvement

Indexed keywords

EID: 33644614824     PISSN: 0013161X     EISSN: 15523519     Source Type: Journal    
DOI: 10.1177/0013161X04273848     Document Type: Article

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