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Ross, John A.; Hogaboam-Gray, Anne; Bruce, Chatherine – Journal of Mathematics Teacher Education, 2006
Grade 6 teachers (N = 106) in one school district were randomly assigned to early or late professional development (PD) groups. The program focused on reform communication and incorporated principles of effective PD recommended by researchers, although the duration of the treatment was modest (one full day and four after school sessions over a…
Descriptors: Academic Achievement, Mathematics Education, Grade 6, Mathematics Teachers