Impacts of a Practice-Based Professional Development Program on Elementary Teachers' Facilitation of and Student Engagement With Scientific Argumentation
AMERICAN EDUCATIONAL RESEARCH JOURNAL, 56(4), 1067–1112.
By: J. Osborne, H. Borko, E. Fishman*, F. Gomez Zaccarelli*, E. Berson*, K. Busch, E. Reigh, A. Tseng *
author keywords: teacher professional development; argumentation; science; practice-based professional development
Source: Web Of Science
Added: January 21, 2019