The Impact of Professional Development in Mathematics on Teachers' Individual and Collective Efficacy: The Stigma of Underperforming.

By R. Zambo, Debby Zambo. 2008

76 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/49f3ddb842f8672babedf3845d302d87a88c484c

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The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Motoko Akiba
2. Cassandra Howard
3. Bryan Wilkinson
4. D. Hurrell
5. Aki Murata

Citations in the corpus

• Lesson study design features for supporting collaborative teacher learning (2019, background): “Previous empirical studies have found that well-designed professional development programs can help improve teacher self-efficacy (Carney, Brendefur, Thiede, Hughes,& Sutton, 2016; Ross & Bruce, 2007; Zambo & Zambo, 2008).”
• Conceptual Knowledge OR Procedural Knowledge or Conceptual Knowledge AND Procedural Knowledge: Why the Conjunction is Important to Teachers (2021, background): “…such as: subject matter knowledge (Ball, Thames, & Phelps, 2008; Cobb and Jackson 2011); pedagogical content knowledge (Shulman 1986); teacher efficacy (Young-Loveridge & Mills 2009; Zambo & Zambo 2008); and teacher confidence, attitudes and beliefs (Swars, Hart, Smith, Smith, & Tolar, 2007).”