url
	http://core.miserver.it.umich.edu/omeka-s/s/ire/item/4246
o:resource_class
	ire:JournalArticle
ire:id
	7WBCZJUR
ire:class
	ire:JournalArticle
ire:year
	2020
ire:author
	Russell, Jennifer Lin
	Correnti, Richard
	Stein, Mary Kay
	Thomas, Ally
	Bill, Victoria
	Speranzo, Laurie
ire:title
	Mathematics Coaching for Conceptual Understanding: Promising Evidence Regarding the Tennessee Math Coaching Model
ire:issn
	0162-3737
ire:doi
	https://doi.org/10.3102/0162373720940699 10.3102/0162373720940699
ire:url
	https://doi.org/10.3102/0162373720940699 Official Publisher's Webpage (SAGE Journals)
	https://files.eric.ed.gov/fulltext/EJ1262527.pdf Open Access PDF (ERIC)
ire:date
	2020
ire:dateAdded
	10/12/2022 15:52
ire:dateModified
	10/12/2022 15:52
ire:dateAccessed
	10/12/2022 15:52
ire:pages
	439-466
ire:issue
	3
ire:volume
	42
ire:shortTitle
	Mathematics Coaching for Conceptual Understanding
ire:language
	en
ire:catalog
	SAGE Journals
ire:extra
	Publisher: American Educational Research Association
ire:attachFile
	C:\Users\huynh\Zotero\storage\PGLTFQUE\Russell et al. - 2020 - Mathematics Coaching for Conceptual Understanding.pdf
ire:status
	Published Text
ire:genre
	Empirical
ire:peer
	Yes
ire:resourceType
	Research/Scholarly Media
ire:inPublication
	Educational Evaluation and Policy Analysis
ire:apa
	Russell, J. L., Correnti, R., Stein, M. K., Thomas, A., Bill, V., & Speranzo, L. (2020). Mathematics Coaching for Conceptual Understanding: Promising Evidence Regarding the Tennessee Math Coaching Model. Educational Evaluation and Policy Analysis, 42(3), 439–466. https://doi.org/10.3102/0162373720940699
ire:citedIn
	http://core.miserver.it.umich.edu/omeka-s/s/ire/item/2931 Classroom Teaching and Learning as the Focus for Improvement Research
ire:openAccess
	Yes

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