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You searched for +publisher:"Vanderbilt University" +contributor:("Paul Cobb"). Showing records 1 – 13 of 13 total matches.

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Vanderbilt University

1. Wilson, Jonee. Investigating and Improving Designs for Supporting Professional Development Facilitators’ Learning.

Degree: PhD, Learning, Teaching and Diversity, 2015, Vanderbilt University

 This dissertation reports on a retrospective analysis of a design study conducted in partnership between researchers and the leaders of a large U.S. urban district… (more)

Subjects/Keywords: Teacher Education; Professional Development for PD leaders; Mathematics Education; Professional Development

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APA (6th Edition):

Wilson, J. (2015). Investigating and Improving Designs for Supporting Professional Development Facilitators’ Learning. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13455

Chicago Manual of Style (16th Edition):

Wilson, Jonee. “Investigating and Improving Designs for Supporting Professional Development Facilitators’ Learning.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/13455.

MLA Handbook (7th Edition):

Wilson, Jonee. “Investigating and Improving Designs for Supporting Professional Development Facilitators’ Learning.” 2015. Web. 04 Dec 2020.

Vancouver:

Wilson J. Investigating and Improving Designs for Supporting Professional Development Facilitators’ Learning. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/13455.

Council of Science Editors:

Wilson J. Investigating and Improving Designs for Supporting Professional Development Facilitators’ Learning. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/13455


Vanderbilt University

2. Self, Elizabeth Anne. Designing and Using Clinical Simulations to Prepare Teachers for Culturally Responsive Teaching.

Degree: PhD, Learning, Teaching and Diversity, 2016, Vanderbilt University

 Clinical simulations are a promising approach to preparing preservice teachers for culturally responsive teaching. These simulations use actors to portray the role of students, parents,… (more)

Subjects/Keywords: preservice teacher education; culturally responsive teaching; design-based research; cross-professional pedagogy; critical incident; clinical simulations

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APA (6th Edition):

Self, E. A. (2016). Designing and Using Clinical Simulations to Prepare Teachers for Culturally Responsive Teaching. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10656

Chicago Manual of Style (16th Edition):

Self, Elizabeth Anne. “Designing and Using Clinical Simulations to Prepare Teachers for Culturally Responsive Teaching.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/10656.

MLA Handbook (7th Edition):

Self, Elizabeth Anne. “Designing and Using Clinical Simulations to Prepare Teachers for Culturally Responsive Teaching.” 2016. Web. 04 Dec 2020.

Vancouver:

Self EA. Designing and Using Clinical Simulations to Prepare Teachers for Culturally Responsive Teaching. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/10656.

Council of Science Editors:

Self EA. Designing and Using Clinical Simulations to Prepare Teachers for Culturally Responsive Teaching. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://hdl.handle.net/1803/10656


Vanderbilt University

3. Cummings, Tracy Payne. Engaging children in talk about mathematics: The effects of an early mathematics intervention.

Degree: PhD, Learning, Teaching, and Diversity, 2011, Vanderbilt University

 Many educators, organizations, committees, and curricula promote the importance of preschool children’s math talk, particularly among children from economically disadvantaged backgrounds, to better prepare children… (more)

Subjects/Keywords: early childhood; preschool; prekindergarten; early mathematics; numeracy; number sense; early intervention

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APA (6th Edition):

Cummings, T. P. (2011). Engaging children in talk about mathematics: The effects of an early mathematics intervention. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13382

Chicago Manual of Style (16th Edition):

Cummings, Tracy Payne. “Engaging children in talk about mathematics: The effects of an early mathematics intervention.” 2011. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/13382.

MLA Handbook (7th Edition):

Cummings, Tracy Payne. “Engaging children in talk about mathematics: The effects of an early mathematics intervention.” 2011. Web. 04 Dec 2020.

Vancouver:

Cummings TP. Engaging children in talk about mathematics: The effects of an early mathematics intervention. [Internet] [Doctoral dissertation]. Vanderbilt University; 2011. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/13382.

Council of Science Editors:

Cummings TP. Engaging children in talk about mathematics: The effects of an early mathematics intervention. [Doctoral Dissertation]. Vanderbilt University; 2011. Available from: http://hdl.handle.net/1803/13382


Vanderbilt University

4. Gibbons, Lynsey Kay. Examining mathematics coaches in supporting teachers to develop ambitious instructional practices: a three-paper dissertation investigating context, knowledge, and practice.

Degree: PhD, Teaching, Learning, and Diversity, 2012, Vanderbilt University

 This three-paper dissertation investigates how mathematics coaches support teachers to develop ambitious instructional practices that will provide richer opportunities for students’ learning. The goal of… (more)

Subjects/Keywords: professional development; mathematics coaching

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APA (6th Edition):

Gibbons, L. K. (2012). Examining mathematics coaches in supporting teachers to develop ambitious instructional practices: a three-paper dissertation investigating context, knowledge, and practice. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13179

Chicago Manual of Style (16th Edition):

Gibbons, Lynsey Kay. “Examining mathematics coaches in supporting teachers to develop ambitious instructional practices: a three-paper dissertation investigating context, knowledge, and practice.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/13179.

MLA Handbook (7th Edition):

Gibbons, Lynsey Kay. “Examining mathematics coaches in supporting teachers to develop ambitious instructional practices: a three-paper dissertation investigating context, knowledge, and practice.” 2012. Web. 04 Dec 2020.

Vancouver:

Gibbons LK. Examining mathematics coaches in supporting teachers to develop ambitious instructional practices: a three-paper dissertation investigating context, knowledge, and practice. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/13179.

Council of Science Editors:

Gibbons LK. Examining mathematics coaches in supporting teachers to develop ambitious instructional practices: a three-paper dissertation investigating context, knowledge, and practice. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/13179


Vanderbilt University

5. Zhao, Qing. Reconceptualizing Supporting Teachers’ Learning across the Settings of Professional Development and the Classroom.

Degree: PhD, Teaching and Learning, 2011, Vanderbilt University

 Looking at student work has increased in popularity in mathematics teacher professional development as a promising means of supporting teachers’ learning. However, up to this… (more)

Subjects/Keywords: Teacher Professional Development; Mathematics Teacher Education; Mathematics Education; Teacher Learning; Student Work; Statistics Education

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APA (6th Edition):

Zhao, Q. (2011). Reconceptualizing Supporting Teachers’ Learning across the Settings of Professional Development and the Classroom. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10447

Chicago Manual of Style (16th Edition):

Zhao, Qing. “Reconceptualizing Supporting Teachers’ Learning across the Settings of Professional Development and the Classroom.” 2011. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/10447.

MLA Handbook (7th Edition):

Zhao, Qing. “Reconceptualizing Supporting Teachers’ Learning across the Settings of Professional Development and the Classroom.” 2011. Web. 04 Dec 2020.

Vancouver:

Zhao Q. Reconceptualizing Supporting Teachers’ Learning across the Settings of Professional Development and the Classroom. [Internet] [Doctoral dissertation]. Vanderbilt University; 2011. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/10447.

Council of Science Editors:

Zhao Q. Reconceptualizing Supporting Teachers’ Learning across the Settings of Professional Development and the Classroom. [Doctoral Dissertation]. Vanderbilt University; 2011. Available from: http://hdl.handle.net/1803/10447


Vanderbilt University

6. Larbi-Cherif, Adrian Mohamed. Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction.

Degree: PhD, Learning, Teaching and Diversity, 2017, Vanderbilt University

 Several studies have identified positive relationships between strong principal instructional leadership and improved student outcomes. However, few researchers have examined how principals influence the nature… (more)

Subjects/Keywords: policy implementation; principal instructional leadership; mathematics education; teacher learning

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APA (6th Edition):

Larbi-Cherif, A. M. (2017). Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11453

Chicago Manual of Style (16th Edition):

Larbi-Cherif, Adrian Mohamed. “Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/11453.

MLA Handbook (7th Edition):

Larbi-Cherif, Adrian Mohamed. “Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction.” 2017. Web. 04 Dec 2020.

Vancouver:

Larbi-Cherif AM. Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/11453.

Council of Science Editors:

Larbi-Cherif AM. Investigating Relationships between Understanding of Inquiry Mathematics, District Context, and School Context on Principal Instructional Leadership Aimed at Ambitious Instruction. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/11453


Vanderbilt University

7. Munter, Charles. Evaluating Math Recovery: The Impact of Implementation Fidelity on Student Outcomes.

Degree: PhD, Teaching and Learning, 2010, Vanderbilt University

 In this dissertation, I report an analysis of the relationship between student outcomes and fidelity of implementation of Math Recovery, an unscripted, pullout, tutoring program… (more)

Subjects/Keywords: educational evaluation; fidelity of implementation; mathematics education

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APA (6th Edition):

Munter, C. (2010). Evaluating Math Recovery: The Impact of Implementation Fidelity on Student Outcomes. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13789

Chicago Manual of Style (16th Edition):

Munter, Charles. “Evaluating Math Recovery: The Impact of Implementation Fidelity on Student Outcomes.” 2010. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/13789.

MLA Handbook (7th Edition):

Munter, Charles. “Evaluating Math Recovery: The Impact of Implementation Fidelity on Student Outcomes.” 2010. Web. 04 Dec 2020.

Vancouver:

Munter C. Evaluating Math Recovery: The Impact of Implementation Fidelity on Student Outcomes. [Internet] [Doctoral dissertation]. Vanderbilt University; 2010. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/13789.

Council of Science Editors:

Munter C. Evaluating Math Recovery: The Impact of Implementation Fidelity on Student Outcomes. [Doctoral Dissertation]. Vanderbilt University; 2010. Available from: http://hdl.handle.net/1803/13789


Vanderbilt University

8. Liu, Yan. Teachers’ understandings of probability and statistical inference and their implications for professional development.

Degree: PhD, Teaching and Learning, 2005, Vanderbilt University

 Probability and statistical inference are important ideas with a remarkably wide range of applications. However, psychological and instructional studies conducted in the last two decades… (more)

Subjects/Keywords: statistical inference; mathematical understanding; teachers professional development; Probability

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APA (6th Edition):

Liu, Y. (2005). Teachers’ understandings of probability and statistical inference and their implications for professional development. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13009

Chicago Manual of Style (16th Edition):

Liu, Yan. “Teachers’ understandings of probability and statistical inference and their implications for professional development.” 2005. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/13009.

MLA Handbook (7th Edition):

Liu, Yan. “Teachers’ understandings of probability and statistical inference and their implications for professional development.” 2005. Web. 04 Dec 2020.

Vancouver:

Liu Y. Teachers’ understandings of probability and statistical inference and their implications for professional development. [Internet] [Doctoral dissertation]. Vanderbilt University; 2005. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/13009.

Council of Science Editors:

Liu Y. Teachers’ understandings of probability and statistical inference and their implications for professional development. [Doctoral Dissertation]. Vanderbilt University; 2005. Available from: http://hdl.handle.net/1803/13009


Vanderbilt University

9. Holton, Douglas Lee. Enactive Modeling as a Catalyst for Conceptual Understanding: An Example with a Circuit Simulation.

Degree: PhD, Teaching and Learning, 2006, Vanderbilt University

 This research explored how allowing students to actively control an electrical circuit simulation in real-time helps them better understand the complex behavior of electrical circuits.… (more)

Subjects/Keywords: circuit simulation; electrical circuit; simulation; conceptual change; enactive learning; embodied cognition; learning sciences; science education; force feedback; haptic; capacitor; inductor; frequency; AC circuit

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APA (6th Edition):

Holton, D. L. (2006). Enactive Modeling as a Catalyst for Conceptual Understanding: An Example with a Circuit Simulation. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13158

Chicago Manual of Style (16th Edition):

Holton, Douglas Lee. “Enactive Modeling as a Catalyst for Conceptual Understanding: An Example with a Circuit Simulation.” 2006. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/13158.

MLA Handbook (7th Edition):

Holton, Douglas Lee. “Enactive Modeling as a Catalyst for Conceptual Understanding: An Example with a Circuit Simulation.” 2006. Web. 04 Dec 2020.

Vancouver:

Holton DL. Enactive Modeling as a Catalyst for Conceptual Understanding: An Example with a Circuit Simulation. [Internet] [Doctoral dissertation]. Vanderbilt University; 2006. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/13158.

Council of Science Editors:

Holton DL. Enactive Modeling as a Catalyst for Conceptual Understanding: An Example with a Circuit Simulation. [Doctoral Dissertation]. Vanderbilt University; 2006. Available from: http://hdl.handle.net/1803/13158


Vanderbilt University

10. Dean, Chrystal Ollis. An analysis of the emergence and concurrent learning of a professional teaching community.

Degree: PhD, Teaching and Learning, 2005, Vanderbilt University

 The purpose of this dissertation was to document the development of a professional teaching community and the means of supporting its emergence and concurrent learning… (more)

Subjects/Keywords: Community; Teacher Learning; Teacher Development; Professional Teaching Community; Mathematics Education; Professional Development

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APA (6th Edition):

Dean, C. O. (2005). An analysis of the emergence and concurrent learning of a professional teaching community. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13011

Chicago Manual of Style (16th Edition):

Dean, Chrystal Ollis. “An analysis of the emergence and concurrent learning of a professional teaching community.” 2005. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/13011.

MLA Handbook (7th Edition):

Dean, Chrystal Ollis. “An analysis of the emergence and concurrent learning of a professional teaching community.” 2005. Web. 04 Dec 2020.

Vancouver:

Dean CO. An analysis of the emergence and concurrent learning of a professional teaching community. [Internet] [Doctoral dissertation]. Vanderbilt University; 2005. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/13011.

Council of Science Editors:

Dean CO. An analysis of the emergence and concurrent learning of a professional teaching community. [Doctoral Dissertation]. Vanderbilt University; 2005. Available from: http://hdl.handle.net/1803/13011


Vanderbilt University

11. Varol, Filiz. The effects of professional development on preschool teachers’ mathematics instruction.

Degree: PhD, Teaching and Learning, 2009, Vanderbilt University

 The primary purpose of this study is to critically investigate the association between preschool teachers’ mathematics instruction and their participation in a preschool mathematics intervention… (more)

Subjects/Keywords: Professional Development; Mathematics Education; Early Childhood Education

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APA (6th Edition):

Varol, F. (2009). The effects of professional development on preschool teachers’ mathematics instruction. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14106

Chicago Manual of Style (16th Edition):

Varol, Filiz. “The effects of professional development on preschool teachers’ mathematics instruction.” 2009. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/14106.

MLA Handbook (7th Edition):

Varol, Filiz. “The effects of professional development on preschool teachers’ mathematics instruction.” 2009. Web. 04 Dec 2020.

Vancouver:

Varol F. The effects of professional development on preschool teachers’ mathematics instruction. [Internet] [Doctoral dissertation]. Vanderbilt University; 2009. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/14106.

Council of Science Editors:

Varol F. The effects of professional development on preschool teachers’ mathematics instruction. [Doctoral Dissertation]. Vanderbilt University; 2009. Available from: http://hdl.handle.net/1803/14106


Vanderbilt University

12. Saldanha, Luis A. “Is this sample unusual?”: an investigation of students exploring connections between sampling distributions and statistical inference.

Degree: PhD, Teaching and Learning, 2004, Vanderbilt University

 This study explores the reasoning that emerged among eight high school juniors and seniors as they participated in a classroom teaching experiment addressing stochastic conceptions… (more)

Subjects/Keywords: teaching experiment; design research; expectation; sampling distributions; distributions; inference; statistics; sampling; likelihood; statistics learning and instruction; cognitive modeling; epistemological analysis; constructivism; conceptual scheme; decision sciences; probability

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APA (6th Edition):

Saldanha, L. A. (2004). “Is this sample unusual?”: an investigation of students exploring connections between sampling distributions and statistical inference. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13055

Chicago Manual of Style (16th Edition):

Saldanha, Luis A. ““Is this sample unusual?”: an investigation of students exploring connections between sampling distributions and statistical inference.” 2004. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/13055.

MLA Handbook (7th Edition):

Saldanha, Luis A. ““Is this sample unusual?”: an investigation of students exploring connections between sampling distributions and statistical inference.” 2004. Web. 04 Dec 2020.

Vancouver:

Saldanha LA. “Is this sample unusual?”: an investigation of students exploring connections between sampling distributions and statistical inference. [Internet] [Doctoral dissertation]. Vanderbilt University; 2004. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/13055.

Council of Science Editors:

Saldanha LA. “Is this sample unusual?”: an investigation of students exploring connections between sampling distributions and statistical inference. [Doctoral Dissertation]. Vanderbilt University; 2004. Available from: http://hdl.handle.net/1803/13055


Vanderbilt University

13. Visnovska, Jana. Supporting mathematics teachers’ learning: Building on current instructional practices to achieve a professional development agenda.

Degree: PhD, Teaching and Learning, 2009, Vanderbilt University

 This dissertation contributes to our understanding of how to design professional development programs that support teachers’ development of effective instructional practices in which students’ reasoning… (more)

Subjects/Keywords: design research; teacher learning; mathematics education; statistics education

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APA (6th Edition):

Visnovska, J. (2009). Supporting mathematics teachers’ learning: Building on current instructional practices to achieve a professional development agenda. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12422

Chicago Manual of Style (16th Edition):

Visnovska, Jana. “Supporting mathematics teachers’ learning: Building on current instructional practices to achieve a professional development agenda.” 2009. Doctoral Dissertation, Vanderbilt University. Accessed December 04, 2020. http://hdl.handle.net/1803/12422.

MLA Handbook (7th Edition):

Visnovska, Jana. “Supporting mathematics teachers’ learning: Building on current instructional practices to achieve a professional development agenda.” 2009. Web. 04 Dec 2020.

Vancouver:

Visnovska J. Supporting mathematics teachers’ learning: Building on current instructional practices to achieve a professional development agenda. [Internet] [Doctoral dissertation]. Vanderbilt University; 2009. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1803/12422.

Council of Science Editors:

Visnovska J. Supporting mathematics teachers’ learning: Building on current instructional practices to achieve a professional development agenda. [Doctoral Dissertation]. Vanderbilt University; 2009. Available from: http://hdl.handle.net/1803/12422

.