To What Extent Do Reform-prepared Upper Elementary and Middle School Science Teachers Maintain Their Beliefs and Intended Instructional Actions as they are Inducted into Schools?-Reference-Cited by-同舟云学术

To What Extent Do Reform-prepared Upper Elementary and Middle School Science Teachers Maintain Their Beliefs and Intended Instructional Actions as they are Inducted into Schools?

Published:2008-03-17 Issue:2 Volume:19 Page:157-182
ISSN:1046-560X
Container-title:Journal of Science Teacher Education
language:en
Short-container-title:Journal of Science Teacher Education

Author:

Marbach-Ad Gili¹,McGinnis J. Randy²

Affiliation:

1. College of Chemical and Life SciencesUniversity of Maryland20742College ParkMDUSA

2. Department of Curriculum & Instruction, Science Teaching CenterUniversity of MarylandRoom 2226, Benjamin Building20742College ParkMDUSA

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1007/s10972-007-9085-0

Reference51 articles.

1. From Intentions to Actions: A Theory of Planned Behavior

2. Reformed undergraduate instruction and its subsequent impact on secondary school teaching practice and student achievement

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