Efficacy of video-based teacher professional development for increasing classroom discourse and student learning
Author:
Affiliation:
1. Faculty of Education, The University of Hong Kong
2. Department of Education Studies, University of California, San Diego
3. Learning Research & Development Center, University of Pittsburgh
Funder
Hong Kong Research Grants Council
Research Grants Council, University Grants Committee
Publisher
Informa UK Limited
Subject
Developmental and Educational Psychology,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/10508406.2020.1783269
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