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What Makes Professional Development Effective? Results From a National Sample of Teachers
This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers' learning.
Contributor: Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S.
Date Published: Winter
Journal/Secondary Title: American Educational Research Journal
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