LDR | | 01824nmm uu200385 4500 |
001 | | 000000330382 |
005 | | 20240805161343 |
008 | | 181129s2018 |||||||||||||||||c||eng d |
020 | |
▼a 9780438254824 |
035 | |
▼a (MiAaPQ)AAI10844247 |
035 | |
▼a (MiAaPQ)bc:11747 |
040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 248032 |
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 |
980 | |
▼a 201812
▼f 2019 |
990 | |
▼a 관리자 |