A complexity theory approach to understanding teacher learning in the context of a primary mathematics intervention : a case study of a disadvantaged Irish school
This dissertation focuses on the teaching of primary school mathematics in an Irish context through a case study analysis of a national mathematics intervention programme which the author led across the disadvantaged school sector. It deals with the complex reality of delivering a national intervent...
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University of Bristol
2013
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658069 |