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Bailey, Lora B. – Early Childhood Education Journal, 2010
This 3 year longitudinal study reports the feasibility of an "Improving Teacher Quality: No Child Left Behind" project for impacting teachers' content and pedagogical knowledge in mathematics in nine Title I elementary schools in the southeastern United States. Data were collected for 3 years to determine the impact of standards and…
Descriptors: Elementary School Mathematics, Teacher Effectiveness, Federal Legislation, Academic Achievement