Examining the Induction of Middle School Mathematics Teachers (McGraner)

The Role of the Institutional Setting in Teachers’ Development of Ambitious Instruction in Middle School Mathematics
Kara Jackson, Paul Cobb, and Kristin McGraner, Vanderbilt University

Three DR-K12 projects report findings on aspects of the institutional setting of teaching that
affects teachers’ development of ambitious instructional practices in middle-school mathematics.

Year: 
2009
Resource Type: 
Presentation