Understanding teacher instructional change: the case of integrating NGSS and stewardship in professional development
Author:
Affiliation:
1. Department of Educational Leadership, California State University, East Bay, Hayward, CA, USA
2. Graduate School of Education, Stanford University, Palo Alto, CA, USA
3. Independent science education consultant
Funder
California Department of Water Resources
Los Angeles Department of Water and Power
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/13504622.2017.1396289
Reference44 articles.
1. Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards
2. Inclusion of Other in the Self Scale and the structure of interpersonal closeness.
3. Science: An unreliable friend to environmental education?
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