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NCSS College and University Faculty Assembly 2017

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Recursive teacher-support featuring historical domain knowledge

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 history teachers. I explore whether a collaborative and recursive professional development program can help teachers develop second-order historical domain knowledge?

Author(s):

Cory Callahan
University of Alabama
United States

 

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