Professional Development in Mathematics—Not Just for Teachers
Keyword(s):
Professional development activities have historically targeted teachers as the recipients of reform efforts. In order to affect lasting change in terms of what mathematics is taught and how it is taught, however, programs must recognize the different intersecting needs and perspectives of a school's education constituencies—administrators, teacher-leaders, teachers, students, and parents. Professional development programs that include components for each group have the potential to dramatically extend the impact of the resources dedicated to the reform.
2005 ◽
Vol 13
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pp. 10
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2020 ◽
Vol 5
(9)
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pp. 1243
2019 ◽
Vol 11
(2)
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pp. 105-131
1995 ◽
Vol 5
(5)
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pp. 448-481
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2009 ◽
Vol 79
(2)
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pp. 702-739
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2002 ◽
Vol 102
(7)
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pp. 359-370
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