| dc.creator |
Chandra Hawley Orrill |
|
| dc.date |
2006-01-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:17:18Z |
|
| dc.date.available |
2015-07-20T22:17:18Z |
|
| dc.identifier |
1062-9017 |
|
| dc.identifier |
https://doaj.org/article/c38df2f9832b427ab3a3d02c1a4a85ec |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/18936 |
|
| dc.description |
In recent years professional developers have reached a consensus about what constitutes effective professionaldevelopment, referred to in the literature as “learner-centered professional development.” InterMath is a professional development project that was developed to address the recommendations for high quality professional development for middle grades mathematics teachers. In this report, I will highlight two cases of InterMath implementation. Then, I will offer a discussion of changes that have been made to InterMath in light of the findings from the pilot studies and report preliminary analysis of the impact of these changes. |
|
| dc.publisher |
University of Georgia |
|
| dc.relation |
http://math.coe.uga.edu/TME/Issues/v16n1/v16n1_Orrill.pdf |
|
| dc.relation |
https://doaj.org/toc/1062-9017 |
|
| dc.source |
Mathematics Educator, Vol 16, Iss 1, Pp 4-13 (2006) |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Mathematics |
|
| dc.subject |
DOAJ:Mathematics and Statistics |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
DOAJ:Mathematics |
|
| dc.subject |
DOAJ:Mathematics and Statistics |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Science |
|
| dc.subject |
Q |
|
| dc.subject |
Mathematics |
|
| dc.subject |
QA1-939 |
|
| dc.title |
What Learner-Centered Professional Development Looks Like: The Pilot Studies of the InterMath Professional Development Project |
|
| dc.type |
article |
|