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Processes and Pathways: How Do Mathematics and Science Partnerships Measure and Promote Growth in Teacher Content Knowledge?
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Moyer-Packenham, Patricia S.; Westenskow, Arla – School Science and Mathematics, 2012
Intense focus on student achievement results in mathematics and science has brought about claims that K-12 teachers should be better prepared to teach basic concepts in these disciplines. The focus on teachers' mathematics and science content knowledge has been met by efforts to increase teacher knowledge through funded national initiatives…
Descriptors: Teacher Characteristics, Elementary Secondary Education, Knowledge Base for Teaching, Science Teachers