In this paper, we report on our experiences with professional development at the Calgary Girls School in Alberta, Canada. In particular we reflect on factors such as mentoring and teacher coaching that contribute to higher student achievement as well as a culture of cooperation and collaboration in the context of the Alberta Initiative for School Improvement (AISI).
Jarry-Shore, Michael and Mcneil, Sandra
"Teachers as Stakeholders in Mathematics Education Research,"
The Mathematics Enthusiast: Vol. 11
, Article 9.
Available at: https://scholarworks.umt.edu/tme/vol11/iss1/9