The Impacts of a Research-Based Model for Mentoring Elementary Preservice Teachers in Science-Reference-Cited by-同舟云学术

The Impacts of a Research-Based Model for Mentoring Elementary Preservice Teachers in Science

Published:2019-04-23 Issue:4 Volume:30 Page:357-378
ISSN:1046-560X
Container-title:Journal of Science Teacher Education
language:en
Short-container-title:Journal of Science Teacher Education

Author:

Miller Matthew¹,Hanley Daniel²,Brobst Joseph³^ORCID

Affiliation:

1. Department of Elementary Education, Western Washington University, Bellingham, Washington, USA

2. SMATE Center (Science, Math, and Technology Education), Western Washington University, Bellingham, Washington, USA

3. The Center for Educational Partnerships, Old Dominion University, Norfolk, Virginia, USA

Funder

National Science Foundation

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/1046560X.2019.1573127

Reference37 articles.

1. American Association of Colleges for Teacher Education. (2018).A pivot toward clinical practice, its lexicon, and the renewal of educator preparation. Washington, D.C. Retrieved from https://aacte.org/professional-development-and-events/clinical-practice-commission-press-conference

2. Banilower, E., Smith, S., Weiss, I., Malzahn, K., Campbell, K. & Weis, A. (2013).Report of the 2012 national survey of science and mathematics education. Horizon Research. Retrieved from http://www.horizon-research.com/2012nssme/wp-content/uploads/2013/02/2012-NSSME-Full-Report1.pdf

3. The Future of Teacher Education

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