| LDR | | 01801nam u200445 4500 |
| 001 | | 000000422372 |
| 005 | | 20190215170055 |
| 008 | | 181129s2018 |||||||||||||||||c||eng d |
| 020 | |
▼a 9780438209671 |
| 035 | |
▼a (MiAaPQ)AAI10828476 |
| 035 | |
▼a (MiAaPQ)fordham:11186 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 371 |
| 100 | 1 |
▼a Stephens, Gregory Peyton. |
| 245 | 10 |
▼a Self-Directed Teacher Learning in Secondary School Mathematics Using the Interconnected Model of Professional Growth. |
| 260 | |
▼a [S.l.]:
▼b Fordham University.,
▼c 2018. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2018. |
| 300 | |
▼a 114 p. |
| 500 | |
▼a Source: Dissertation Abstracts International, Volume: 79-12(E), Section: A. |
| 500 | |
▼a Adviser: Toby Tetenbaum. |
| 502 | 1 |
▼a Thesis (Ed.D.)--Fordham University, 2018. |
| 520 | |
▼a 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 |
| 590 | |
▼a School code: 0072. |
| 650 | 4 |
▼a Educational leadership. |
| 650 | 4 |
▼a Teacher education. |
| 650 | 4 |
▼a Secondary education. |
| 650 | 4 |
▼a Mathematics education. |
| 690 | |
▼a 0449 |
| 690 | |
▼a 0530 |
| 690 | |
▼a 0533 |
| 690 | |
▼a 0280 |
| 710 | 20 |
▼a Fordham University.
▼b Educational Leadership, Administration, and Policy. |
| 773 | 0 |
▼t Dissertation Abstracts International
▼g 79-12A(E). |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0072 |
| 791 | |
▼a Ed.D. |
| 792 | |
▼a 2018 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T14999170
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 201812
▼f 2019 |
| 990 | |
▼a ***1012033 |