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dc.contributor.advisor Gainsburg, Julie en Pernin, Patricia Jean en 2011-11-29T05:24:03Z en 2011-11-29T05:24:03Z en 2011 en 2011-11-28 en 2011-08 en
dc.identifier.uri en
dc.description Includes bibliographical references (pages 106-117) en
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
dc.description.statementofresponsibility by Patricia Jean Pernin en
dc.format.extent x, 196 pages en
dc.language.iso en en
dc.publisher California State University, Northridge en
dc.rights California State University, Northridge theses are protected by copyright. Reproduction or distribution in any format is prohibited without written permission. en
dc.rights.uri en
dc.subject teacher workgroups en
dc.subject professional development en
dc.subject mathematical knowledge for teaching en
dc.subject MKT en
dc.subject elementary mathematics en
dc.subject.other Dissertations, Academic -- CSUN -- Education -- Educational Leadership and Policy Studies. en
dc.title Targeted professional development to enhance content specific workgroups en
dc.type Dissertation en 2011-11-29T05:24:03Z en
dc.contributor.department California State University, Northridge. Department of Education Leadership And Policy Studies en Ed.D. en
dc.contributor.committeeMember Johnson, Peggy E. en
dc.contributor.committeeMember Smith-DeVille, Gina en
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