Determining the perceptions of urban middle school mathematics teachers' professional development needs in light of the No Child Left Behind Act of 2001.

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dc.contributor.advisorMcKay, Sylvester E.
dc.contributor.authorWhite, Kathleen
dc.contributor.programDoctor of Educationen_US
dc.date.accessioned2019-06-13T12:52:40Z
dc.date.available2019-06-13T12:52:40Z
dc.date.issued2011-05-18
dc.genredissertations
dc.identifierdoi:10.13016/m2lxhl-dizp
dc.identifier.urihttp://hdl.handle.net/11603/14093
dc.language.isoen
dc.relation.isAvailableAtMorgan State University
dc.rightsThis item is made available by Morgan State University for personal, educational, and research purposes in accordance with Title 17 of the U.S. Copyright Law. Other uses may require permission from the copyright owner.
dc.subjectSchool management and organizationen_US
dc.subjectTeachers--Training ofen_US
dc.subjectEducation, Secondaryen_US
dc.subjectMathematics--Study and teachingen_US
dc.titleDetermining the perceptions of urban middle school mathematics teachers' professional development needs in light of the No Child Left Behind Act of 2001.
dc.typeText

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