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The More Time the Participants Interacted with the Math Mentor The More Their Instructional Practices Changes
PROCEEDINGS

, Ash Co., United States ; , Kiriakidis Co., Canada

Global TIME, in Online, Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

the purpose of this qualitative case study was to examine if The More Time the Participants Interacted with the Math Mentor The More Their Instructional Practices Changes in a small rural school district. The findings revealed that professional development programs should focus on increasing the awareness of the necessity of additional mentoring math programs that focus on improving instructional practices. The results of this study can be used to support continued advocacy for teacher professional development within the field of elementary mathematics.

Citation

Ash, G. & Kiriakidis, P. (2011). The More Time the Participants Interacted with the Math Mentor The More Their Instructional Practices Changes. In Proceedings of Global TIME -Online Conference on Technology, Innovation, Media & Education (pp. 77-107). Online,: Association for the Advancement of Computing in Education (AACE). Retrieved October 15, 2019 from .

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