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Using a grounded theory approach to evaluate professional development / Sheila B. Robinson.

By: Material type: TextSeries: SAGE research methods. CasesPublisher: London : SAGE Publications, 2014Description: 1 online resource : illustration (black and white)Content type:
  • text
  • still image
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9781473946736 (ebook) :
Subject(s): DDC classification:
  • 510.71 23
LOC classification:
  • QA11.2
Online resources: This formative evaluation study of a professional development institute for K-12 educators examined immediate outcomes and short-term impacts on participants' learning and change in mathematics teaching practice. Participants' journals and interviews were analysed using qualitative methods and a grounded theory approach. Findings highlight the fact that while participants had previous knowledge and understanding of an inquiry approach to mathematics instruction, this knowledge was refined and reinforced through course participation.
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This formative evaluation study of a professional development institute for K-12 educators examined immediate outcomes and short-term impacts on participants' learning and change in mathematics teaching practice. Participants' journals and interviews were analysed using qualitative methods and a grounded theory approach. Findings highlight the fact that while participants had previous knowledge and understanding of an inquiry approach to mathematics instruction, this knowledge was refined and reinforced through course participation.

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Description based on online resource; title from home page (viewed on November 19, 2015).

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