A Collective Case Study to Examine Teachers' Perceptions of Peer Coaching for Technology Integration and Its Influences on Teachers' Knowledge and Effectiveness

Text Registration

A Collective Case Study to Examine Teachers' Perceptions of Peer Coaching for Technology Integration and Its Influences on Teachers' Knowledge and Effectiveness

Status

Published

on 17 Jun 2019

Year of Creation

2019

Sjerrie Waynette Colburn

Registration Number

TX0008758743

on 17 Jun 2019

The U.S. Copyright record (Registration Number: TX0008758743) dated 17 Jun 2019, pertains to an electronic file (eService) titled "A Collective Case Study to Examine Teachers' Perceptions of Peer Coaching for Technology Integration and Its Influences on Teachers' Knowledge and Effectiveness" created in 2019. The copyright holder is Sjerrie Waynette Colburn, known for their creative contributions in text registration. For any inquiries concerning this copyrighted material, kindly reach out to Sjerrie Waynette Colburn.

Sjerrie Waynette Colburn

Application Details

Registration Number

TX0008758743

Registration Date

6/17/2019

Year of Creation

2019

Agency Marc Code

DLC-CO

Record Status

New

Physical Description

Electronic file (eService)

First Publication Nation

United States

Personal Authors

Sjerrie W Colburn

Notes

Rights Note: Mark Dill, ProQuest-CSA, LLC, 789 E. Eisenhower Parkway, Ann Arbor, MI, 48108-3218, United States, (800) 521-0600, disspub@proquest.com

Statements

Application Title Statement: A Collective Case Study to Examine Teachers' Perceptions of Peer Coaching for Technology Integration and Its Influences on Teachers' Knowledge and Effectiveness

Author Statement: Sjerrie W. Colburn Citizenship: not known Authorship: text

Notes

Rights Note: Mark Dill, ProQuest-CSA, LLC, 789 E. Eisenhower Parkway, Ann Arbor, MI, 48108-3218, United States, (800) 521-0600, disspub@proquest.com

Statements

Application Title Statement: A Collective Case Study to Examine Teachers' Perceptions of Peer Coaching for Technology Integration and Its Influences on Teachers' Knowledge and Effectiveness

Author Statement: Sjerrie W. Colburn Citizenship: not known Authorship: text

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