Using doubly latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance-Reference-Cited by-同舟云学术

Using doubly latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance

Published:2017-01-12 Issue:2 Volume:39 Page:213-237
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Mahler Daniela¹,Großschedl Jörg²,Harms Ute¹

Affiliation:

1. Biology Education, Leibniz Institute for Science and Mathematics Education (IPN), Kiel, Germany

2. Institute for Biology Education, University of Cologne, Cologne, Germany

Funder

Bundesministerium für Bildung und Forschung

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500693.2016.1276641

Reference101 articles.

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2. Systematic Study of Planned Variations: The Essential Focus of Teacher Education Reform

3. Development of system thinking skills in the context of earth system education

4. Australian Curriculum Assessment and Reporting Authority [ACARA]. (2009). Shape of the Australian curriculum: Science. Retrieved June 9, 2016, from http://www.acara.edu.au/verve/_resources/Australian_Curriculum_-_Science.pdf

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