The Impact of a Practice-Teaching Professional Development Model on Teachers’ Inquiry Instruction and Inquiry Efficacy Beliefs
Crossref DOI link: https://doi.org/10.1007/s10763-016-9779-x
Published Online: 2016-11-11
Published Print: 2018-02
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Lotter, Christine R.
Thompson, Stephen
Dickenson, Tammiee S.
Smiley, Whitney F.
Blue, Genine
Rea, Mary
Funding for this research was provided by:
South Carolina Math and Science Partnership Grant
License valid from 2016-11-11