From Becoming to Being: how STEM teachers develop leadership identities-Reference-Cited by-同舟云学术

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From Becoming to Being: how STEM teachers develop leadership identities

Published:2023-12-19 Issue: Volume: Page:1-28
ISSN:1360-3124
Container-title:International Journal of Leadership in Education
language:en
Short-container-title:International Journal of Leadership in Education

Author:

Quaisley Kelsey¹^ORCID,Smith Wendy M.²^ORCID,Criswell Brett³,Funk Rachel²,Hutchinson Anna⁴

Affiliation:

1. Department of Mathematics, Oregon State University, Corvallis, OR, USA

2. Center for Science, Maths, & Computer Education, University of Nebraska-Lincoln, Lincoln, USA

3. Department of Secondary Education, West Chester University, West Chester, USA

4. Department of Biological Sciences,University of Cincinnati, Cincinnati, USA

Funder

research was supported by grants from the National Science Foundation

findings are those of the authors and not necessarily of the funding agency

Publisher

Informa UK Limited

Subject

Strategy and Management,Arts and Humanities (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/13603124.2023.2292161

Reference58 articles.

1. AAAS. (2021). Robert Noyce Teacher Scholarship Program . https://www.nsfnoyce.org

2. The Relationships among Teacher Leadership, Teacher Self-Efficacy and Teacher Performance

3. School Structure and the Identity of Teacher Leaders: Perspectives of Principals and Teachers

4. Teacher Leader

5. Modeling how professional development interacts with teacher leaders’ outcome expectancies and school environment perceptions;Barth S.;International Journal of Leadership in Education

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