Difference between revisions of "Elham Kazemi"
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== Publications == | == Publications == | ||
[[Rebekah | [[Rebekah Elliott|Elliott, R.]], [[Elham Kazemi|Kazemi, E.]], [[Kristin Lesseig|Lesseig, K.]], [[Judith Mumme|Mumme, J.]], [[Cathy Carroll|Carroll, C.]], & [[Megan Kelley-Petersen|Kelley-Petersen, M.]] (2009). [[Elliot et al. (2009)|Conceptualizing the work of leading mathematical tasks in professional development]]. ''[[Journal of Teacher Education]]'', 60(4), 364–379. doi:10.1177/0022487109341150 | ||
[[Elham Kazemi|Kazemi, E.]], & [[Amanda Hubbard|Hubbard, A.]] (2008). [[Kazemi & Hubbard (2008)|New directions for the design and study of professional development: Attending to the coevolution of teachers' participation across contexts]]. ''[[Journal of Teacher Education]]'', 59(5), 428–441. doi:10.1177/0022487108324330 | [[Elham Kazemi|Kazemi, E.]], & [[Amanda Hubbard|Hubbard, A.]] (2008). [[Kazemi & Hubbard (2008)|New directions for the design and study of professional development: Attending to the coevolution of teachers' participation across contexts]]. ''[[Journal of Teacher Education]]'', 59(5), 428–441. doi:10.1177/0022487108324330 | ||
Revision as of 16:02, 3 May 2015
Publications
Elliott, R., Kazemi, E., Lesseig, K., Mumme, J., Carroll, C., & Kelley-Petersen, M. (2009). Conceptualizing the work of leading mathematical tasks in professional development. Journal of Teacher Education, 60(4), 364–379. doi:10.1177/0022487109341150
Kazemi, E., & Hubbard, A. (2008). New directions for the design and study of professional development: Attending to the coevolution of teachers' participation across contexts. Journal of Teacher Education, 59(5), 428–441. doi:10.1177/0022487108324330
Kazemi, E., & Franke, M. L. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7(3), 203–235. doi:10.1023/B:JMTE.0000033084.26326.19