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  1. ; ; ; ; (, Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education)
    Fernández, C. (Ed.)
    This study examined one teacher’s perspectives of effective professional development (PD) four years after attending PD workshops to better understand her uptake and what content, instructional practices, and resources she continues to use, why and how she interprets and implements these practices in her classroom today. We also examined her perspective on the design features of PD that she attributes to her learning. We used a survey and collected video data from the teacher’s classroom, and we also conducted think aloud interviews to better understand her teaching and learning overtime and her perception of her own learning and how it is currently evidenced in her classroom today. Through triangulation of data and analyses, we identified six assertions that capture her perspectives on effective features of PD design as well as providing evidence of her sustained learning four years post PD. 
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