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A Complexity Analysis of Two Teachers' Learning from Professional Development: Toward an Explanatory Theory
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | A Complexity Analysis of Two Teachers' Learning from Professional Development: Toward an Explanatory Theory. |
| 개인저자 | Moore, Meredith C. |
| 단체저자명 | Boston College. Teacher Education, Special Education, Curriculum and Instruction. |
| 발행사항 | [S.l.]: Boston College., 2018. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2018. |
| 형태사항 | 330 p. |
| 기본자료 저록 | Dissertation Abstracts International 79-12A(E). Dissertation Abstract International |
| ISBN | 9780438254824 |
| 학위논문주기 | Thesis (Ph.D.)--Boston College, 2018. |
| 일반주기 |
Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Adviser: Marilyn Cochran-Smith. |
| 요약 | Professional development is widely viewed as a key lever for school change. Each year, federal and state governments pour billions of dollars into developing teachers, while researchers seek to identify which professional development programs ar |
| 요약 | Data analysis revealed that whether, what, and how the teachers learned through professional development was contingent upon learning conditions that resulted from three intersecting systems: the teacher, the school, and the professional develop |
| 일반주제명 | Teacher education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
