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In this mixed-methods study, I examined the relationship between professional development based on the Common Core State Standards for Mathematics and teacher knowledge, classroom practice, and student learning. Participants were randomly assigned to experimental and control groups.

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    Date Created
    2013
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  • Text
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    Note
    • Partial requirement for: Ph. D., Arizona State University, 2013
      Note type
      thesis
    • Includes bibliographical references (p. 161-168)
      Note type
      bibliography
    • Field of study: Curriculum and instruction

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    by Kimberly A. Rimbey

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