Preparing Teacher Leaders

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Findings from an extensive four-year program with a single cohort of elementary and early middle school mathematics instructors highlight several important themes that can inform other efforts in developing teacher leaders.

Contributor Notes

Mathew D. Felton teaches in the department of teacher education at Ohio University.

Melissa Page,, works as an evaluator of multiple federal and foundation grants. The projects she evaluates are mainly K–grade 12 teacher professional development or student-centered STEM-focused grants.

(Corresponding author is Page
Teaching Children Mathematics


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