Examining Mathematics Teachers’ Perceptions of the Effects of Informal Learning on Teacher Knowledge and Practices: An Explanatory, Sequential Mixed-Methods Study

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dc.contributor.advisorKaren Hollebrands, Co-Chair
dc.contributor.advisorRuby Ellis, Co-Chair
dc.contributor.advisorChristy Byrd, Member
dc.contributor.advisorRobin Anderson, Member
dc.contributor.authorAmedu, Jerome Zegaigbe
dc.date.accepted2023-04-11
dc.date.accessioned2023-04-13T12:30:33Z
dc.date.available2023-04-13T12:30:33Z
dc.date.defense2023-03-13
dc.date.issued2023-03-13
dc.date.released2023-04-13
dc.date.reviewed2023-03-21
dc.date.submitted2023-03-14
dc.degree.disciplineLearning and Teaching in STEM
dc.degree.leveldissertation
dc.degree.nameDoctor of Philosophy
dc.identifier.otherdeg32529
dc.identifier.urihttps://www.lib.ncsu.edu/resolver/1840.20/40849
dc.titleExamining Mathematics Teachers’ Perceptions of the Effects of Informal Learning on Teacher Knowledge and Practices: An Explanatory, Sequential Mixed-Methods Study

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