The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement

Teaching and Teacher Education

Volumn 26, Issue 8, 2010, Pages 1598-1608

  Bruce, Catherine D ^a   Esmonde, Indigo ^b   Ross, John ^b   Dookie, Lesley ^b   Beatty, Ruth ^c  

^a TRENT UNIVERSITY   (Canada)

^b UNIVERSITY OF TORONTO   (Canada)

^c LAKEHEAD UNIVERSITY   (Canada)

Author keywords

Mathematics achievement; Professional learning; Teacher efficacy

Indexed keywords

EID: 79953863504     PISSN: 0742051X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.tate.2010.06.011     Document Type: Article

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