Discovering the impact of reading coursework and discipline-specific mentorship on first-year teachers’ self-efficacy: a latent class analysis
Crossref DOI link: https://doi.org/10.1007/s11881-018-00167-1
Published Online: 2019-01-03
Published Print: 2019-04
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Feng, Luxi
Hodges, Tracey S.
Waxman, Hersh C.
Malatesha Joshi, R.
Text and Data Mining valid from 2019-01-03
Article History
First Online: 3 January 2019