Re-envisioning Professional Learning in Mathematics: Teachers’ Performance, Perceptions, and Practices in Blended Professional Development

Jennifer Luebeck; Matt Roscoe; Georgia Cobbs; Kacey Diemert; Lisa Scott

Journal of Technology and Teacher Education Vol. 25, No. 3 (July 2017) pp. 273–299

This paper reports findings from a study that followed K-12 mathematics teachers through the components of a blended professional development program, highlighting their engagement in a series of online modules that connect face-to-face gatherings...