Enhancing the pedagogy of mathematics teachers (EPMT) project: a hybrid model of professional development

Author:

Kaur Berinderjeet

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Reference33 articles.

1. Abdal-Haqq, I. (1995). Making time for teacher professional development (Digest 95-4). Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education.

2. Ball, D. L. (1996). Teacher learning and the mathematics reforms: What do we think we know and what do we need to learn? Phi Delta Kappan, 77, 500–508.

3. Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Towards a practice-based theory of professional education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). San Francisco: Jossey-Bass.

4. Berkowitz, S. (1996). Using qualitative and mixed method approaches. In R. Reviere, S. Berkowitz, C. C. Carter, & C. Graves-Ferguson (Eds.), Needs assessment: A creative and practical guide for social scientists (pp. 53–70). Washington, DC: Taylor & Francis.

5. Borasi, R., & Fonzi, J. (2002). Professional development that supports school mathematics reform. Foundations series of monographs for professionals in science, mathematics and technology education. Arlington, VA: National Science Foundation.

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