Effectiveness of a curricular and professional development intervention at improving elementary teachers' science content knowledge and student achievement outcomes: Year 1 results-Reference-Cited by-同舟云学术

Effectiveness of a curricular and professional development intervention at improving elementary teachers' science content knowledge and student achievement outcomes: Year 1 results

Published:2014-03-26 Issue:5 Volume:51 Page:635-658
ISSN:0022-4308
Container-title:Journal of Research in Science Teaching
language:en
Short-container-title:J Res Sci Teach

Author:

Diamond Brandon S.¹^ORCID,Maerten-Rivera Jaime²,Rohrer Rose Elizabeth³,Lee Okhee⁴

Affiliation:

1. Department of Biology; University of Miami; Cox Science Center, 1301 Memorial Drive Coral Gables Florida 33146

2. School of Education; University of Miami; Coral Gables Florida

3. Department of Sociology; University of New Mexico; Albuquerque New Mexico

4. Steinhardt School of Culture, Education, and Human Development; New York University; New York New York

Publisher

Wiley

Subject

Education

Reference61 articles.

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4. Developing science pedagogical content knowledge through mentoring elementary teachers;Appleton;Journal of Science Teacher Education,2008

5. Change in teachers' knowledge of subject matter: A 17-year longitudinal study;Arzi;Science Education,2008

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