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An outcome evaluation study of the impact of intensive and ongoing professional development on teacher content knowledge and teacher pedagogical knowledge

机译：持续不断的专业发展对教师内容知识和教师教学知识的影响的结果评估研究

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作者
Soliday, Carrie Adams;
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作者单位

Northeastern University;

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授予单位 Northeastern University;
学科
学位 Ed.D.
年度 2015
页码 208 p.
总页数 208
原文格式 PDF
正文语种 eng
中图分类
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3. The Impact of Sustained, Standards-Based Professional Learning on Second and Third Grade Teachers’ Content and Pedagogical Knowledge in Integrated Mathematics [J] . Lora B. Bailey Early Childhood Education Journal . 2010,第2期

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4. Relationship between Mathematics Teacher Subject Matter Knowledge, Pedagogical Content Knowledge and Professional Development Needs [C] . Norain Mohd Tajudin, Mohan Chinnappan, Noor Shah Saad International Conference on Education, Mathematics and Science . 2017

机译：数学教师主题知识，教学内容知识与专业发展需求的关系
5. Pre-service teachers and statistics: Interrelationships between content confidence, knowledge, and attitudes; Pedagogical content knowledge; and teacher interest in professional development in statistics. [D] . Lancaster, Stephen Max. 2007

机译：职前教师和统计学：内容信心，知识和态度之间的相互关系；教学内容知识；和教师对统计学专业发展的兴趣。
6. Understanding the Development of Chinese EFL Student–Teachers’ Pedagogical Content Knowledge [O] . Shuo Li, Liyan Liu, Anne Li Jiang 2021

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7. Content Knowledge and Pedagogical Content Knowledge of Algebra Teachers and Changes in Both Types of Knowledge as a Result of Professional Development [O] . Joy W. Black 2009

机译：由于专业发展，内容知识和代数教师的知识和教学内容知识以及两种类型知识的变化

An outcome evaluation study of the impact of intensive and ongoing professional development on teacher content knowledge and teacher pedagogical knowledge

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