Mathematical knowledge of middle school teachers: Implications for the no child left behind policy initiative

Educational Evaluation and Policy Analysis

Volumn 29, Issue 2, 2007, Pages 95-114

  Hill, Heather C ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

Author keywords

Mathematics; Policy analysis; Teacher knowledge

Indexed keywords

EID: 34250212074     PISSN: 01623737     EISSN: None     Source Type: Journal    
DOI: 10.3102/0162373707301711     Document Type: Article

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