| LDR | | 01900nam u200385 4500 |
| 001 | | 000000418603 |
| 005 | | 20190215163010 |
| 008 | | 181129s2018 |||||||||||||||||c||eng d |
| 020 | |
▼a 9780438254824 |
| 035 | |
▼a (MiAaPQ)AAI10844247 |
| 035 | |
▼a (MiAaPQ)bc:11747 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 370 |
| 100 | 1 |
▼a Moore, Meredith C.
▼0 (orcid)0000-0002-1670-5342. |
| 245 | 12 |
▼a A Complexity Analysis of Two Teachers' Learning from Professional Development: Toward an Explanatory Theory. |
| 260 | |
▼a [S.l.]:
▼b Boston College.,
▼c 2018. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2018. |
| 300 | |
▼a 330 p. |
| 500 | |
▼a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A. |
| 500 | |
▼a Adviser: Marilyn Cochran-Smith. |
| 502 | 1 |
▼a Thesis (Ph.D.)--Boston College, 2018. |
| 520 | |
▼a 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 |
| 520 | |
▼a 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 |
| 590 | |
▼a School code: 0016. |
| 650 | 4 |
▼a Teacher education. |
| 690 | |
▼a 0530 |
| 710 | 20 |
▼a Boston College.
▼b Teacher Education, Special Education, Curriculum and Instruction. |
| 773 | 0 |
▼t Dissertation Abstracts International
▼g 79-12A(E). |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0016 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2018 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T14999974
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 201812
▼f 2019 |
| 990 | |
▼a ***1012033 |