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Volumn 97, Issue 6, 1997, Pages 302-310

Changing Teacher Behavior Through Staff Development: Implementing the Teaching and Content Standards in Science

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EID: 0008660950     PISSN: 00366803     EISSN: 19498594     Source Type: Journal    
DOI: 10.1111/j.1949-8594.1997.tb17279.x     Document Type: Article
Times cited : (22)

References (21)
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    • Cuban, L. (1979). Determinants of curriculum change and stability, 1870–1970. In J.R. Gress & D.E. Purpel (Eds.), Curriculum: An Introduction to the Field Berkeley, CA: McCutchan.
    • (1979) Curriculum: An Introduction to the Field
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  • 7
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    • Staff development and the process of teacher change
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    • Guskey, T.R.1
  • 8
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    • Teacher beliefs and intentions regarding the implementation of science education reform strands
    • Haney, J., Czerniak, C., & Lumpe, A. (1996). Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33, 971–993.
    • (1996) Journal of Research in Science Teaching , vol.33 , pp. 971-993
    • Haney, J.1    Czerniak, C.2    Lumpe, A.3
  • 9
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    • Teaching mathematics and science in urban elementary schools
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  • 15
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    • Washington DC, National Academy Press
    • National Research Council. (1996). National science education standards Washington, DC: National Academy Press.
    • (1996) National science education standards
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    • Oxford OH, Author
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    • (1994) Standards for staff development
  • 17
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    • New Jersey Department of Education. (1996). Core Curriculum Content Standards Trenton, NJ: Author.
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    • O'Brien, T.1
  • 19
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    • Collaborative curriculum investigation as a vehicle for teacher enhancement and mathematics curriculum reform
    • Reys, B.J., Reys, R.E., Barnes, D., Beem, J., & Papick, I. (1997). Collaborative curriculum investigation as a vehicle for teacher enhancement and mathematics curriculum reform. School Science and Mathematics, 97, 253–259.
    • (1997) School Science and Mathematics , vol.97 , pp. 253-259
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  • 20
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    • General education teachers' beliefs, skills, and practices in planning for mainstreamed students with learning disabilities
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