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Science teacher sensemaking and the influence of school site context

June 1, 2015 | Professional Development, Conferences, and Networks
In this research article, Allen and Penuel investigate how science teachers make decisions about implementation of reform based on their understanding of coherence between professional development and the standards, curriculum and assessment in their local context. This research will support ISE that design and facilitate science teacher professional development.

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  • Sara Heredia
    Author
    University of Colorado, Boulder

    • Citation

    Resource Type: Research Brief
    Discipline: Education and learning science | Nature of science
    Audience: Educators/Teachers | Museum/ISE Professionals
    Environment Type: Professional Development, Conferences, and Networks | Professional Development and Workshops

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