Scaling up "evidence-based" practices for teachers is a profitable but discredited paradigm

Educational Researcher

Volumn 40, Issue 6, 2011, Pages 287-289

  Anderson, Gary L ^a   Herr, Kathryn ^b  

^a NEW YORK UNIVERSITY   (United States)

^b MONTCLAIR STATE UNIVERSITY   (United States)

Author keywords

assessment; policy analysis; professional development; teacher research

Indexed keywords

EID: 80052067841     PISSN: 0013189X     EISSN: 1935102X     Source Type: Journal    
DOI: 10.3102/0013189X11417619     Document Type: Article

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