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

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
thesis.degree.level	Doctoral
thesis.degree.discipline	Education Leadership, Concentration in Mathematics Education Leadership Science Education Leadership
thesis.degree.grantor	George Mason University