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020 ▼a 9780438066748
035 ▼a (MiAaPQ)AAI10747751
035 ▼a (MiAaPQ)usc:16017
040 ▼a MiAaPQ ▼c MiAaPQ ▼d 248032
0491 ▼f DP
0820 ▼a 371
1001 ▼a Carlson, Ginger L.
24510 ▼a Creating Conditions for Teacher Flow: Supporting Student-Centered Learning through Design of Optimal P-12 Professional Development.
260 ▼a [S.l.] : ▼b University of Southern California., ▼c 2018
260 1 ▼a Ann Arbor : ▼b ProQuest Dissertations & Theses, ▼c 2018
300 ▼a 221 p.
500 ▼a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 ▼a Adviser: Eugenia Mora-Flores.
5021 ▼a Thesis (Ed.D.)--University of Southern California, 2018.
520 ▼a This study applies a combination of learning, motivational, organizational, and change theories and the utilization of the Clark and Estes (2008) gap analysis framework to understand support for schools implementing a student-centered learning p
590 ▼a School code: 0208.
650 4 ▼a Educational leadership.
650 4 ▼a Teacher education.
650 4 ▼a Education.
690 ▼a 0449
690 ▼a 0530
690 ▼a 0515
71020 ▼a University of Southern California. ▼b Education.
7730 ▼t Dissertation Abstracts International ▼g 79-10A(E).
773 ▼t Dissertation Abstract International
790 ▼a 0208
791 ▼a Ed.D.
792 ▼a 2018
793 ▼a English
85640 ▼u http://www.riss.kr/pdu/ddodLink.do?id=T14996944 ▼n KERIS
980 ▼a 201812 ▼f 2019
990 ▼a 관리자 ▼b 관리자