Distinguishing Models of Professional Development: The Case of an Adaptive Model’s Impact on Teachers’ Knowledge, Instruction, and Student Achievement

Journal of Teacher Education

Volumn 66, Issue 1, 2015, Pages 51-67

  Koellner, Karen ^a   Jacobs, Jennifer ^b  

^a CITY UNIVERSITY OF NEW YORK   (United States)

^b UNIVERSITY OF COLORADO   (United States)

Author keywords

inservice education; instructional practices; mathematics education; professional development; teacher learning

Indexed keywords

EID: 84919683839     PISSN: 00224871     EISSN: 15527816     Source Type: Journal    
DOI: 10.1177/0022487114549599     Document Type: Article

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