The Possible Values of Dissonance In Student Teaching Experiences
Bibliographic Data
| ID | 4309267 |
|---|---|
| Authors | Donna E Alvermann (0000-0001-6881-0657, University of Northern Iowa, corresponding author) |
| Year | 1981 |
| Volume | 32 |
| Issue | 3 |
| Pages | 24-25 |
| Publication date | 1981-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248718103200305 |
| OpenAlex | W2033941463 |
| Language | EN |
| Citations received | 7 |
| References cited | 4 |
Cognitive dissonance · Mathematics education · Pedagogy · Education and Critical Thinking Development · Psychology · Social Psychology
Priorities and program effectiveness in teacher education
Critical Requirements for Cooperating Teachers
The Observing-Conferencing Role of University Supervisors
On Specialized Preparation for Elementary Teachers
Expectations for the Cooperating Teacher Role
Implementing the Knowledge Base
A Dose of Reality
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,16 |
| Citation span | 1982 - 1993 (12) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 7 |