Differential effects of three professional development models on teacher knowledge and student achievement in elementary science
Article first published online: 25 JAN 2012
Copyright © 2012 Wiley Periodicals, Inc.
Journal of Research in Science Teaching
Volume 49, Issue 3, pages 333–362, March 2012
How to Cite
Heller, J. I., Daehler, K. R., Wong, N., Shinohara, M. and Miratrix, L. W. (2012), Differential effects of three professional development models on teacher knowledge and student achievement in elementary science. J. Res. Sci. Teach., 49: 333–362. doi: 10.1002/tea.21004
- Issue published online: 3 FEB 2012
- Article first published online: 25 JAN 2012
- Manuscript Accepted: 17 DEC 2011
- Manuscript Received: 15 JUN 2011
- National Science Foundation, Teacher Professional Continuum Program. Grant Number: 0545445
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