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dc.contributor.advisor Gainsburg, Julie en_US
dc.contributor.author Pernin, Patricia Jean en_US
dc.date.accessioned 2011-11-29T05:24:03Z
dc.date.available 2011-11-29T05:24:03Z
dc.date.copyright 2011
dc.date.issued 2011-11-28
dc.identifier.uri http://hdl.handle.net/10211.2/802
dc.description Includes bibliographical references (pages 106-117) en_US
dc.description.abstract The promise that traditional professional development from an outside expert would improve the instructional practices of all mathematics teachers has not been realized in many school districts. To fix the problem some districts have turned to content-specific collaborative workgroups that use a lesson study protocol. The collaborative model assumes that teachers are proficient in their subject area. This assumption was not true for the elementary school teachers’ in the study. This study provided a targeted professional development (TPD), specific to the needs of a group of fifth and sixth grade teachers that increased teachers’ mathematical knowledge for teaching (MKT) and impacted their instructional practices in their classroom. The five teacher case studies and one workgroup study provided the data for analyzing the growth of the participants. The findings suggested that the MKT of all of the teachers was increased and the instructional practices of some of the participants were impacted. The increased MKT developed in the TPD appeared to enhance the discussions within the workgroup sessions. en_US
dc.description.statementofresponsibility by Patricia Jean Pernin en_US
dc.format.extent x, 196 pages en_US
dc.language.iso en_US en_US
dc.publisher California State University, Northridge en_US
dc.rights California State University, Northridge theses are protected by copyright. Reproduction or distribution in any format is prohibited without written permission. en_US
dc.rights.uri http://scholarworks.csun.edu/xmlui/handle/10211.2/286
dc.subject teacher workgroups
dc.subject professional development
dc.subject mathematical knowledge for teaching
dc.subject MKT
dc.subject elementary mathematics
dc.subject.other Dissertations, Academic -- CSUN -- Education -- Educational Leadership and Policy Studies. en_US
dc.title Targeted professional development to enhance content specific workgroups en_US
dc.type Dissertation en_US
dc.date.updated 2011-11-29T05:24:03Z
dc.contributor.department California State University, Northridge. Department of Education Leadership And Policy Studies en_US
dc.description.degree Ed.D. en_US
dc.contributor.committeeMember Johnson, Peggy E. en_US
dc.contributor.committeeMember Smith-DeVille, Gina en_US
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