Understanding what teachers gain from professional development at historic sites
Author:
Affiliation:
1. Teachers College, Columbia University
2. Tufts University
3. Bowling Green State University
Funder
Institute of Museum and Library Services
Publisher
Informa UK Limited
Subject
Sociology and Political Science,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/00933104.2018.1489927
Reference110 articles.
1. Understanding historical thinking at historic sites.
2. Using inquiry-based instruction to encourage teachers' historical thinking at historic sites
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