An empirical investigation of professional development effects on literacy instruction using daily logs

Educational Evaluation and Policy Analysis

Volumn 29, Issue 4, 2007, Pages 262-295

  Correnti, Richard ^a  

^a UNIVERSITY OF PITTSBURGH   (United States)

Author keywords

Causal inference; Changing teacher practice; Literacy instruction; Professional development; Propensityscore stratification

Indexed keywords

EID: 36849085327     PISSN: 01623737     EISSN: None     Source Type: Journal    
DOI: 10.3102/0162373707309074     Document Type: Article

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