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Self-Directed Teacher Learning in Secondary School Mathematics Using the Interconnected Model of Professional Growth
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Self-Directed Teacher Learning in Secondary School Mathematics Using the Interconnected Model of Professional Growth. |
| 개인저자 | Stephens, Gregory Peyton. |
| 단체저자명 | Fordham University. Educational Leadership, Administration, and Policy. |
| 발행사항 | [S.l.]: Fordham University., 2018. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2018. |
| 형태사항 | 114 p. |
| 기본자료 저록 | Dissertation Abstracts International 79-12A(E). Dissertation Abstract International |
| ISBN | 9780438209671 |
| 학위논문주기 | Thesis (Ed.D.)--Fordham University, 2018. |
| 일반주기 |
Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A.
Adviser: Toby Tetenbaum. |
| 요약 | The purpose of this study was to examine the process through which high school mathematics teachers direct their own learning and professional growth. Improving our understanding of the process of self-directed learning has significance in the f |
| 일반주제명 | Educational leadership. Teacher education. Secondary education. Mathematics education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
