RUcore, Rutgers University Community Repository
metadata only
A QUALITATIVE STUDY OF UNDERSTANDING TEACHERS’ PERSPECTIVES ON THE LONG-TERM IMPACTS OF THEIR CONTINUING PROFESSIONAL DEVELOPMENT.
adult-educationeducational-administrationeducational-evaluationprofessional-developmentteacher-professional-development
Conceptio Open Archive
Analyze & explore related research in Conceptio
Connect this record directly into your research workflow or AI agent. Explore citations across open repositories, query full text, and export structured proof bundles.
This document is indexed with metadata only: full text is not available in the archive for this record. Open the official source ↗
Related documents
- Teachers’ Perception and Satisfaction with Continuing Professional Development#468169
- Aligning Perspectives: A Comparative Analysis of Teachers’ and School Leaders’ Perceptions of Professional Development Efficacy#272688
- Continuous Professional Development: School-Based Strategy for Improvement of Teaching and Learning#630235
- Ending Special Educators' Isolation#487996
- What Gets in the Way of Language Supports in Secondary Schools? Using Qualitative Inquiry and Implementation Science as a Path Forward#221961
Record · ID 359015
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Bring this data into your agent: Connect via MCP or API · 20 free credits to start · no card required
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive