Teacher research and school change
Paradoxes, problems, and possibilities
Dados Bibliográficos
| ID | 12084792 |
|---|---|
| Autores | Jennifer Garvey Berger (0000-0002-2064-2364, George Mason University, autor correspondente), Katherine C Boles, Vivian Troen (Tufts University) |
| Ano | 2004 |
| Volume | 21 |
| Fascículo | 1 |
| Páginas | 93-105 |
| Data de publicação | 2004-12-29 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Teaching and Teacher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Editora | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2004.11.008 |
| OpenAlex | W2040214875 |
| Idioma | EN |
| Citações recebidas | 8 |
| Referências citadas | 11 |
Affect (linguistics · Mathematics education · Pedagogy · Sociology · Teacher education · Work (physics · Collaborative Teaching and Inclusion · Mathematics Education and Teaching Techniques · Psychology · Teacher Education and Leadership Studies
Professional Development and Teacher Research in Initial Teacher Education
The position of student teacher practitioner research in teacher education
The Role of Headteachers, Teachers, and School Counselors in the System of Quality Assessment and Assurance of School Work
New immigrants. An incentive for intercultural education
Achieving professional agency for school development in the context of having a PhD scholarship
Facilitating teacher learning in professional learning communities through action research
Scope, nature and progress of impact in practice-oriented educational research
Getting what you pay for
| Obras citantes distintas | 8 |
|---|---|
| Citações por ano | 0,47 |
| Intervalo de citações | 2009 - 2026 (18) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 8 |