Ambitious pedagogy by novice teachers: Who benefits from tool-supported collaborative inquiry into practice and why?

Teachers College Record

Volumn 113, Issue 7, 2011, Pages 1311-1360

  Windschitl, Mark ^a   Thompson, Jessica ^a   Braaten, Melissa ^b  

^a UNIVERSITY OF WASHINGTON   (United States)

^b UNIVERSITY OF WISCONSIN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79958174121     PISSN: 01614681     EISSN: 14679620     Source Type: Journal    
DOI: None     Document Type: Article

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