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Master Teachers' Critical Practice and Student Learning Strategies: A Case Study in an Urban School District
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Paulmann, Greg – ProQuest LLC, 2009
Job embedded professional development in the K-12 education setting has long been discussed and debated. This study builds on standards of critical reflection and thinking using the National Institute for Excellence in Education's Teacher Advancement Program's master teacher model as a conduit between theory and practice. A study of professional…
Descriptors: Urban Schools, Theory Practice Relationship, Educational Change, Teaching Methods