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Full-Text Articles in Education
Review Of Gotcha Good: Nonfiction Books To Get Kids Excited About Reading, Kristine Lynn Still
Review Of Gotcha Good: Nonfiction Books To Get Kids Excited About Reading, Kristine Lynn Still
Teacher Education Faculty Publications
Review of Gotcha Good: Nonfiction Books to Get Kids Excited About Reading
Review Of The Children's And Young Adult Literature Handbook: A Research And Reference Guide, Kathyanne W. Dobda
Review Of The Children's And Young Adult Literature Handbook: A Research And Reference Guide, Kathyanne W. Dobda
Michael Schwartz Library Publications
This article is a book review of The Children's and Young Adult Literature Handbook by John Thomas Gillespie
Review Of Best Books For Middle School And Junior High Readers, Kathyanne W. Dobda
Review Of Best Books For Middle School And Junior High Readers, Kathyanne W. Dobda
Michael Schwartz Library Publications
This article is a book review of Best Books for Middle School and Junior High Readers by John T. Gillespie and Catherine Barr.
Review Of Hearing All The Voices: Multicultural Books For Adolescents, Kathyanne W. Dobda
Review Of Hearing All The Voices: Multicultural Books For Adolescents, Kathyanne W. Dobda
Michael Schwartz Library Publications
This article is a book review of Hearing All the Voices by Mary Ann Darby and Miki Pryne.
Assessing The Impact Of Sustained Professional Development On Middle School Mathematics Teachers, Joanne E. Goodell, Lesley H. Parker, Jane Butler Kahle
Assessing The Impact Of Sustained Professional Development On Middle School Mathematics Teachers, Joanne E. Goodell, Lesley H. Parker, Jane Butler Kahle
Teacher Education Faculty Publications
The study reported in this paper examines the impact of the Ohio Statewide Systemic Initiative (SSI) on participating mathematics teachers. Quantitative data from 90 SSI-trained teachers and 400 teachers without training, along with qualitative data collected from seven SSI teachers who were visited in their classrooms are presented. Analysis of the quantitative data showed that SSI and Non-SSI teachers reported significantly different frequencies of reformed teaching practices and held significantly different views about the nature and pedagogy of mathematics. Qualitative data from the interviews highlighted that the SSI professional development experience, the ability to find creative ways to overcome lack …