Differential effects of three professional development models on teacher knowledge and student achievement in elementary science
Version of Record 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 online: 3 FEB 2012
- Version of Record online: 25 JAN 2012
- Manuscript Accepted: 17 DEC 2011
- Manuscript Received: 15 JUN 2011
- National Science Foundation, Teacher Professional Continuum Program. Grant Number: 0545445
Additional supporting information may be found in the online version of this article.
|tea_21004_sm_SupplRubric.pdf||90K||Scoring Rubric Supplement|
|tea_21004_sm_SupplTabS1.pdf||51K||Supporting Information Table S1|
|tea_21004_sm_SupplBackground.pdf||87K||Teacher Background Supplement|
|tea_21004_sm_SupplData.pdf||205K||Data Analysis Supplement|
|tea_21004_sm_SupplResults.pdf||155K||Unadjusted Results Supplement|
|tea_21004_sm_SupplTabS19.pdf||64K||Supporting Information Table S19|
|tea_21004_sm_SupplTabS20.pdf||65K||Supporting Information Table S20|
|tea_21004_sm_SupplTabS21.pdf||69K||Supporting Information Table S21|
|tea_21004_sm_SupplIndex.pdf||121K||Supporting Information Index|
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