New directions for the design and study of professional development: Attending to the coevolution of teachers' participation across contexts

Journal of Teacher Education

Volumn 59, Issue 5, 2008, Pages 428-441

  Kazemi, Elham ^a   Hubbard, Amanda ^a  

^a UNIVERSITY OF WASHINGTON   (United States)

Author keywords

Classroom practice; Mathematics education; Professional education; Teacher learning

Indexed keywords

EID: 54049147733     PISSN: 00224871     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022487108324330     Document Type: Review

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