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Differentiated Coaching of High School Mathematics Teachers: The Instructional Trajectory of Performance Tasks

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dc.contributor.advisor Hjalmarson, Margret A.
dc.contributor.author Crawford, Deborah
dc.creator Crawford, Deborah
dc.date.accessioned 2015-09-14T14:19:33Z
dc.date.available 2015-09-14T14:19:33Z
dc.date.issued 2015
dc.identifier.uri https://hdl.handle.net/1920/9859
dc.description.abstract The purpose of this study was to explore the impact of a video lesson analysis model on
dc.format.extent 299 pages
dc.language.iso en
dc.rights Copyright 2015 Deborah Crawford
dc.subject Mathematics education en_US
dc.subject Classroom Discourse en_US
dc.subject Cognitive Demand en_US
dc.subject Formative Feedback en_US
dc.subject Instructional Coaching en_US
dc.subject Mathematics Performance Tasks en_US
dc.subject Video Lesson Study en_US
dc.title Differentiated Coaching of High School Mathematics Teachers: The Instructional Trajectory of Performance Tasks
dc.type Dissertation en
thesis.degree.level Doctoral en
thesis.degree.discipline Education Leadership, Concentration in Mathematics Education Leadership Science Education Leadership en
thesis.degree.grantor George Mason University en


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