Thursday, March 9
1:45 PM-2:15 PM
CST
Capitol B

Recursive, Collaborative Professional Development Featuring Digitized Primary Sources and Second-Order Historical Domain Knowledge

Full Paper ID: 50606
  1. aaa
    Cory Callahan
    The University of Alabama

Abstract: This study contributes to the growing number of investigations offering explanations for why teacher-support is routinely ineffectual and suggests ways to provide substantive collaborative support for in-service teachers. I explore whether a dynamic professional development program help teachers develop professional teaching knowledge for historical domain knowledge?

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