The role of personal teaching efficacy and perceived usefulness as determinants of reform-based practices among instructors of developmental mathematics
<p> Research has generally demonstrated that students enrolled in developmental mathematics courses are leaving these courses without achieving conceptual understanding and transferrable knowledge and skills. Such outcomes have challenged educators to incorporate instructional strategies that...
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| Language: | EN |
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Grambling State University
2015
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| Online Access: | http://pqdtopen.proquest.com/#viewpdf?dispub=3731777 |