Examining the Situative Progression of Teachers’ Novice-To-Expert Development in Education Policy-Reference-Cited by-同舟云学术

Examining the Situative Progression of Teachers’ Novice-To-Expert Development in Education Policy

Published:2023-07-26 Issue: Volume: Page:1-19
ISSN:0013-1725
Container-title:The Educational Forum
language:en
Short-container-title:The Educational Forum

Author:

Hite Rebecca L.¹^ORCID,Johnson Levi²,Gottlieb Jessica²,McNaughtan Jon³,Velasco Richard Carlos L.⁴

Affiliation:

1. Science Education, Department of Curriculum & Instruction, College of Education, Texas Tech University, Lubbock, Texas, USA

2. Educational Leadership Policy, Department of Educational Psychology, Leadership, & Counseling, College of Education, Texas Tech University, Lubbock, Texas, USA

3. Higher Education, Department of Educational Psychology, Leadership, & Counseling, College of Education, Texas Tech University, Lubbock, Texas, USA

4. Mathematics Education, Department of Instructional Leadership and Academic Curriculum, University of Oklahoma, Norman, Oklahoma, USA

Funder

Office of Institutional Diversity at Texas Tech University

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/00131725.2023.2231995

Reference63 articles.

1. Perspectives on Learning, Thinking, and Activity

2. Playing Chess When You Only Have a Couple of Pawns: Policy Advocacy in Teacher Education

3. How Can Community Organizations Support Urban Transformative Teacher Leadership? Lessons From Three Successful Alliances

4. Recognizing and Supporting the Critical Roles of Teachers in Special Education Leadership

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