The assimilation of beginning teachers into an established school improvement project: A qualitative case study examining formats of job-embedded professional development - ProQuest

Skip to main content

Document Preview

Copyright information

Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.

Access to the complete full text

This is a short preview of the document. Your library or institution may give you access to the complete full text for this document in ProQuest.

Explore ProQuest

Alternatively, you can purchase a copy of the complete full text for this document directly from ProQuest using the option below:

The assimilation of beginning teachers into an established school improvement project: A qualitative case study examining formats of job-embedded professional development

Fuller, Lynn A. The University of Nebraska - Lincoln ProQuest Dissertations & Theses, 2016. 10027829.