Search results for: Esmonde Indigo
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The Effects of Sustained Classroom-Embedded Teacher Professional Learning on Teacher Efficacy and Related Student Achievement
The current article reports on the impact of a classroom-embedded professional learning program for mathematics teaching in two contrasting districts in Canada. Furthermore, the article explores the relationship between teacher efficacy and student achievement. The analysis of data revealed that the two districts reported learning very different things from the professional learning opportunity.
Updated: Apr. 14, 2011
The author reviews research related to mathematics education and cooperative learning. Furthermore, she discusses how teachers might assist students in cooperative groups to provide equitable opportunities to learn. The author concludes by considering unresolved questions in the field and proposing directions for future research.
Updated: Jul. 02, 2009